This paper discusses the development of concept maps for an entire veterinary curriculum, for each of the planned courses, and for each of the case-based exercises in each course, drawing on current efforts at the College of Veterinary Medicine at Cornell University (Ithaca, New York) to develop an integrated curriculum for use in a problem-based format. Increased use of problem-based approaches to medical education has highlighted the challenges of curricular revision and interdisciplinary development. Venturing beyond disciplinary boundaries can be difficult, despite a desire to create interdisciplinary courses and adopt new ways of teaching. Concept mapping is an effective tool for developing an integrated curriculum. Examples are given of concept maps that represent an entire veterinary curriculum, specific courses, and case-based exercises. It is argued that concept mapping is a valuable tool for curriculum development of any scope or discipline, but is particularly helpful for creating interdisciplinary courses and case-based exercises. Nine figures illustrate concept maps. (Author/SLD)