<p>When students use critical thinking (CT) skills to identify, place, and link nodes to construct a concept map, what are the effects of constructing concept maps on students’ CT abilities? To what extent do prior studies control what mapping processes and CT skills are demonstrated to students and examine what CT skills students use while constructing concept maps? This review examines the effectiveness of concept mapping compared to traditional teaching methods for enhancing CT abilities. It includes 17 studies involving 1363 students that measured CT skills (e.g., analysis, evaluation, inference, induction, and deduction) using standardized tests in experimental and control groups. Our analysis revealed that the findings on the effects of concept mapping on CT skills are mixed. The studies implemented research designs and CT measures that lacked consistency. They reported minimal information on which CT skills were demonstrated to students, which CT skills students used to construct their maps, and how specific skills impacted the quality of students’ concept maps. This information is necessary to establish consistency and fidelity in implementing concept maps as an instructional method, identify possible variables contributing to the mixed findings, and enhance the effectiveness of concept mapping. Accordingly, this review aims to identify specific methodological gaps that may account for these inconsistencies and guide the refinement of future research design.</p>