A concept map is a graphical tool to activate and elaborate on prior knowledge, to support problem solving, promote conceptual thinking and understanding, and to organize and memorize knowledge. The aim of this study is to determine if the use of concept mapping (CM) in a problem-based learning (PBL) curriculum enhances the PBL process. The paper reports on two studies. The first study was conducted with four PBL groups, with two groups using concept mapping. In the second study, three of seven groups were assigned to use concept mapping. All PBL groups were audio- and videotaped. Results show that concept mapping did not lead to more or better matching learning goals. Neither did it affect the time spent on step 4 of the seven-step method. When evaluating the PBL session, students working with concept mapping were more satisfied with the execution of step 4, the decision-making process, and the communication within the group. Though indications exist that concept mapping might be a useful tool to enhance the process of PBL, further research is needed, controlling for the impact of the quality of the problems and the tutor interventions.