There is an increased attention to research into the use of mind mapping as a useful tool for enhancing students’ reading comprehension. However, few studies have been conducted to examine the effects of mind mapping at the reading stage on students’ reading comprehension within the Vietnamese context. This paper therefore investigates the effects of mind mapping on 11th graders’ reading comprehension and their attitudes towards this strategy. Participants in this study include 60 students at a local school in Kien Giang province. The data discussed in this paper include tests and interviews. The findings reveal that using mind mapping in the teaching process of reading texts had a moderate impact. Pedagogical implications for teachers and school administrators are presented. Keywords: mind mapping, reading comprehension, while-reading stage