This paper provides a brief review of research on concept mapping in biology at the college level that has addressed the issues of "conceptual transparency" and "learner friendliness." For many college students, biology is "conceptually opaque." Students may memorize the characteristics of a plant, but find it difficult to identify that plant in their local environment. Categories of this paper include: (1) theoretical underpinnings and mechanics of concept mapping; (2) uses of concept maps in college science; and (3) concluding thoughts. (PR)