The use of concept mapping strategies has implications in teaching and learning to improve visual literacy. This study examined pre-service teacher education students' experiences and perspectives in relation to concept map creation and their use in education to promote visual literacy. The data analyzed for this study consisted of concept maps created by students and their written online portfolio reflections. Findings revealed that students found concept maps helped organize and present information visually relating to a specific topic. Highlighting key points helped direct learners' attention. Students' inabilities to decide what information to include and the best way to present information were limitations of concept map creation. Also, there were technical difficulties. More research needs to be completed as concept maps are practical visual tools.