This action research studied the effects of computer-assisted concept mapping on learning, retention, and transference of knowledge. Research indicates concept maps help students to achieve meaningful learning by connecting new facts to already existing knowledge. Two third grade science classes completed a unit on heat with same teacher using the same materials and lessons, with concept mapping being the independent variable compared. The study included observation, an objective test, evaluation rubrics, and an attitudinal survey as measurement instruments. There was little difference in achievement between the two groups. According to surveys, students were agreeably engaged in concept mapping. The experimental group scored slightly higher on the problem-solving activity, which suggests concept map organization may lead to a clearer understanding of content. The teacher used the concept maps to formatively evaluate the students' understanding throughout the instructional unit. She found it valuable to be able to immediately correct any misconceptions that were occurring.