When students use concept maps to construct and represent their understandings, these concept maps can be analyzed for representation of understanding from both quantitative and qualitative perspectives. In this study, a qualitative approach was utilized to extend the interpretations from the quantitative analysis of students' conceptual understanding represented in their concept maps. A set of 22 seventh-grade maps was examined. Elements qualitatively examined included such components as reorganization in premaps and postmaps, changes in vocabulary usage, the nature of new knowledge representations, and the presence of misperceptions. Statistically significant differences may be noted in pooled preinstruction and postinstruction concept maps, but not in a class set of pre- and postinstruction maps. When a class set is analyzed qualitatively, changes in knowledge representations can be identified. Students were also asked to summarize in a written paragraph the understanding that their maps represented. The qualitative look at the maps can provide data to inform instruction in the content areas. Appendixes contain sample maps with a discussion of student support of maps and a set of student responses about the maps. (Contains 2 tables and 11 references.) (Author/SLD)