From the age of 11-13, children start to spend increasingly more time on learning from texts. The need arises to support them in dealing with this text information and engaging them in self-regulated learning (SRL). This study is embedded within the cognitive component of SRL and focuses on mind mapping as a promising organizational learning strategy. Notwithstanding the fact that mind map skills are already important in middle grades, few studies have specifically addressed this concern. The following research questions were addressed: What is the impact of a 10-week intervention on students' (1) application of mind map rules and (2) processing of textual information? Data were collected by means of a repeated measures design (pretest, intermediate test, and posttest) in fifth- and sixth-grade classes (N = 62 students). The results reveal a significant evolution in students' application of mind map rules. Further, students improve significantly in processing the content of textual information in a mind map in a structured and relevant way. The findings of the present study demonstrate that fifth- and sixth-grade students are able to learn to process informative texts by means of an explicit mind map training intervention of 10 successive weeks. Based on these findings, suggestions for future research are discussed.