This research aims to identify how students associate concepts about chemical equilibrium in General Chemistry Course and analyses the relationship between the concept maps developed by students and their problem-solving beliefs. The research was carried out at two stages with 60 university students divided into two equal groups. While group one prepared the concept maps with created linking phrases (KBC) at stage one, selected linking phrases (VBC) were used by those in group two. At stage two, only group one was given linking phrases for constructing the concept map, the other group created their phrase. The research data was collected by means of concept maps prepared at both stages and a problem-solving belief scale. The research revealed that the concept maps prepared with selected linking phrases proved to be more satisfactory. A statistically no significant relationship was found between concept mapping and problem-solving beliefs.