Collaborative concept mapping engages two or more students in coordinated and sustained efforts in the creation of one or more concept maps in order to learn and construct knowledge. It is a potentially powerful instructional strategy in that it fosters meaningful learning and group knowledge construction and helps the building of common ground among learners. However, limited research studies in this area have generated mixed findings. This article attempts to find possible reasons for the mixed findings by reviewing some studies that specifically addressed the use of concept mapping in individual learning and/or group knowledge construction. Based on the findings, the article proposes the use of other instructional strategies along with collaborative concept mapping for better implementation of the technique in both face-to-face and online environments. The implications for further investigations in this area are also discussed. (Contains 1 figure and 1 table.)