Abstract: Few studies exist that assess the actual uptake of concept mapping by today's high school teachers. We conducted such a study within a large and successful Scottish high school and found that concept mapping has not yet entered the mainstream of teachers ' practice. Most teachers are only occasional users of mapping and the mapping that does take place is mainly mindmapping rather than concept mapping. However, teachers regard mapping highly as a learning technique and would welcome opportunities to develop their skills. We conclude that concept mapping has yet to fulfil its potential in helping schools to become learning organisations as well as in helping pupils to learn.