Bilingual knowledge maps (BiK-maps) were investigated as tools for learning German-English word pairs. Seventy-two undergraduate students participated in the 2-session experiment. They studied 32 word pairs in 1 of 4 conditions, each distinguished by the presentation format for the vocabulary: The 1st group received BiK-maps (word pairs embedded in a spatial and semantic array); the 2nd group studied lists of word pairs; and the 3rd and 4th groups were identical to the 1st and 2nd groups except for the addition of semantic emphasis materials. Freerecall, cued-recall, and multiple-choice tests were taken in Sessions 1 and 2 (48 h r later). BiK-map learners outperformed list learners on all dependent measures. Semantic emphasis negatively affected performance over time.