The purpose of this study is to find out the influence of using Mind Mapping as part of linguistic teaching method on the fifth grade students’ reading comprehension ability and creativity. This study adopted the method of quasi-experimental research. Students from two fifth grade classes of an elementary school were selected for this study. They were divided into experimental and control groups, with 27 students in experiment group and 29 students in control group, respectively. The experimental group received the Mind Mapping teaching and learning, whereas the control group received conventional narrative teaching. The study lasted for eighteen weeks. Before and after the experiment, all students took Williams Creativity Assessment Packet Test as well as Chinese Elementary School Student Reading Comprehension test. The study data points were analyzed using descriptive statistics, paired-sample t test, common variables, and Pearson’s relative differential analysis to verify some of the study assumptions. The major findings of this study were summarized as follows: The Mind Mapping method had significant influence on Chinese reading comprehension skill of 5th grade students. The Mind Mapping method showed no significant influence on creative tendency of 5th grade students. The Mind Mapping method had significant influence on creative thinking of 5th grade students. A correlation between Chinese reading comprehension ability and creative thinking ability does exist among experimental group students when Mind Mapping method were introduced and practiced.