The purpose of this study is to explore the use of knowledge maps as instructional and learning strategies. This paper first identifies the definition and history of knowledge maps as well as their relationship with concept maps. In addition, according to cognitive and assessment features of the knowledge maps, important strategies of map applications that instructors may adopt in their teaching are explored, including effectively and efficiently presenting instructions, reflecting on their own teaching processes, and helping students to develop their own learning strategies. Finally, potential limitations and solutions of the use of knowledge maps and suggestions for future research are discussed.