The purpose of this study was to investigate the ways in which the use of concept maps influenced the learning processes of adult graduate students in the context of higher education. Two groups of students were taught to use concept mapping as a constructivist learning strategy and then were followed over the course of a year to determine the impact this strategy had on their learning. Results indicate that adult graduate students became more aware of their own learning processes, changed their learning strategies and articulated changes in their thinking. Implications for teaching and learning in higher education are drawn.