The purpose of this study was to examine the effects of mind mapping instruction on children's reading comprehension of picture books. The researcher used mind mapping as one of children's learning techniques and utilized story grammar to facilitate children's acquisition of the crucial information in picture books. In addition, the researcher drew mind mapping by decomposing every story into four parts, including the main characters, settings, events, and consequences. This study adopted a qualitative method complemented with quantified data to undertake triangulation research. The participants of this study were six young children who were familiar with each other, comprising one second-grade pupil, two kindergartners, two preschoolers, and one three-year-old child. These six children were assigned into two groups randomly. Eleven courses were offered to each group by the researcher, including six classes of mind mapping training. The data obtained from the in-class observations, children's mind mapping works, and both children's and parents' interviews were analyzed for information to enhance children's learning and to improve teaching. Moreover, the results of free-recall tests and reading comprehension tests with ten open questions conducted by the researcher were examined to understand the difference between pretest and posttest. As indicated by the results of this study, (1) mind mapping helps young children make a meaningful reading progress and would be an appropriate learning approach to children's reading through picture books; (2) mind mapping improves reading comprehension of young children of various levels of intelligence in different developing stages; (3) children can utilize mind mapping to help themselves read picture books.