Teaching History is a tough and challenging task for teachers because most students consider History as a boring subject. Many studies indicate that students are not interested in learning History. This paper is based on a quasi-experimental study conducted to investigate the effects of utilizing the concept map method in the teaching of History in secondary schools. The researchers investigated whether the use of concept maps in the teaching of History helped the subjects from the experimental group to answer history questions better than the control group. The researchers also investigated whether this method helped to enhance students' interest in the learning of History. The findings of this research indicated that the utilisation of the concept map method significantly improved students' achievement and interest in History. Findings of this study support the theory of meaningful learning and utilization of concept maps. Moreover, the findings have strong pedagogical implications on teaching of History. As such, the practical implications are that the Ministry of Education should train History teacher how to utilize concept maps in teaching of History.