Concept mapping (Novak & Gowin, 1984) has been used extensively as a graphic organiser in classroom teaching. This article addresses two particular approaches to using concept mapping that go beyond classroom planning into the realm of "idea-exchange" with concept mapping as mediator. The notion of "negotiative concept mapping" is examined in two professional contexts namely teacher education and medical school software development. The potential for negotiating ideas and meaning using concept mapping in these settings is discussed based on empirical materials including: qualitative observations by the authors, student surveys, and student interview data. (Contains 3 figures.)