An action research methodology was adopted for the study, with constructivism and concept mapping providing the theoretical framework. The sample consisted of 30 Pre-Service teachers emolled in a Social Studies Teaching Methods course during semester 2,2007. Multiple methods of data collection and analysis were incorporated into this study. These methods included individual and group concept maps, a modified Arabic version of the Constructivist Learning Environment Survey (CLES), a modified Arabic version of the Test of Social Studies-Related Attitudes (TOSSRA), a modified Arabic version of the Social Studies Teacher Efficacy Belief Instrument (SSTEBI-B), three detailed case studies obtained using semi-structured interviews and journals, class reflection, and researcher self-reflection. All three instruments were modified, translated, validated and then used to measure Pre-Service teachers' perceptions before and after using concept maps within the Social Studies Teaching Methods course.