This article describes the outcome of an exercise carried out with one hundred undergraduate student teachers (preservice teachers) enrolled in a Biology Teaching Methods course, a third year course in a four-year Teacher Education Programme. The students, working in groups of three to four, were assigned to construct a concept map showing their understanding of a part of the Form Four (grade ten) biology syllabus/curriculum offered in the Malaysian Secondary School System. The concept maps were derived from materials taken from the syllabus, and consisted of scientific concepts as well as the scientific skills and values associated with the chapters and their relationships. The purpose of this assignment was to familiarize the students with the syllabus and to make them understand the scope of the syllabus itself so that these preservice teachers would know what to focus on when they actually teach in the classroom. Through this exercise, not only the students' understanding of the syllabus was revealed but misconceptions among the students on the syllabus and the concept of scientific skills and values were also detected. (Contains 1 figure and 3 tables.)