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This study investigated the effect of concept mapping instructional strategy on students’ achievement in chemical bonding in FCT Abuja. Two research questions guided the study and two null hypotheses were formulated and tested at 0.05 confidence level. Quasi-experimental design was used for the study which involved two intact classes as the experimental and control groups. The population for the study comprised 1,285 (615 male and 670 female) SS1 Chemistry students from public secondary schools in Bwari Area Council of FCT. Simple random sampling was used to draw a sample of 94 students for the study. Chemical Bonding Achievement Test (CBAT) with a reliability index of 0.78 and was used for data collection. The data obtained were analyzed using mean, standard deviation and Analysis of Covariance (ANCOVA). The findings of the study revealed that teaching chemical bonding using concept-mapping instructional strategy (CMIS) had 0.003 enhances students’ mean achievement. The findings also show that: using concept mapping to teach students chemical bonding has a significant effect on their achievement scores. Gender has no significant effect of students’ achievement. Based on the findings of the study it was recommended among others that, chemistry teachers should be encouraged to develop and adopt concept-mapping.