The present study attempted to investigate the possible impacts of Individual Concept Mapping (ICM) and Collaborative Concept Mapping (CCM) strategies on Iranian EFL learners' reading comprehension. For this purpose, 90 pre-intermediate female language learners ranged between 12 to 17 years of age were selected to randomly assign into ICM, CCM and Control groups in this study. After taking Key English Test (KET), the ICM and CCM groups received EFL reading materials presented and practiced with ICM and CCM strategies, respectively, while the Control group received only conventional instructions to reading comprehension. After conducting the treatment, all participants took a Concept Mapping post-test constructed by the researchers. The hypothetical assumptions in this study were in favor of ICM and CCM strategies to improve the Iranian EFL learners' reading comprehension. Statistics supported the outperformance of the ICM and CCM groups comparing to Control group who received convention PPP teaching techniques on Concept Mapping post-test. However, the superiority of neither strategies was statistically proved so that no meaningful difference between the reading comprehension of the ICM and CCM groups were detected. Therefore, the researchers failed to determine which strategy caused a better or higher impact. Some pedagogical implications and recommended topics for further research were provided to the motivated researchers.