Concept mapping strategy is one of the vital teaching and learning strategies, due to its effectiveness for both learner and teacher. Thus, this study aimed to examine the effect of concept mapping on Arabic grammar proficiency for students at Al Ain University. The sample was comprised of students studying Arabic (n=56), who were split into an experimental group of 29 students, and a control group of 27 students. Pre-and post-tests were conducted on both groups to ensure their equivalence. The experimental group was taught six grammatical topics using concept mapping, while the control was taught the same grammar topics by the traditional method without using the concept maps. The results showed statistically significant differences between the groups, in favour of the experimental one. They also revealed statistically significant differences between the males and females in the grammar achievement test, in favour of the females. This study's results emphasize the importance of using concept mapping in teaching grammatical concepts. There is a clear compatibility between the features of concept mapping in terms of organization and logical sequence in presenting concepts on the one hand, and the nature of grammar, which is characterized by logical sequence, and hierarchical construction. The study emphasizes employing concept mapping to teach grammar on Arabic language courses at the university level, building the content of the Arabic courses according to the concept mapping strategy, and including examples of some of the concepts mentioned in these courses so that teachers can use them.