The current research aimed at investigating the effect of a proposed mind mapping strategy based on the mind mapping theory to develop the visual thinking and high-order thinking skills in science among the firstyear preparatory stage pupils. The research adopted the descriptive design to survey the related literature, and the quasi-experimental design in teaching the two units (chemical interactions, forces, and movement))tothe experimental group using the teacher guide preparedaccording to the proposed strategy. The participants were (72) preparatory stage pupils from the first year. They were divided into two groups: experimental group (36) and control group (36). The results of the research revealed that: (1) there were statistically significant differences at the level of (0.01) between the mean scores of the experimental group and the control one in the post administration of the visual thinking test as a whole and in its sub-skills favoring the experimental group. (2) there were statistically significant differences at the level of (0.01) between the mean scores of the experimental group in the pre and post administrations of the visual thinking test a whole and in its sub-skills favoring the post-administration. (3) there were statistically significant differences at the level of (0.01) between the mean scores of the experimental group and the control on in the post administration of the higher-order thinking test as a whole and in its sub-skills favoring the experimental group. (4) there were statistically significant differences at the level of (0.01) between the mean scores of the experimental group in the pre and post administrations of the higher-order thinking test a whole and in its sub-skills favoring the post-administration. (5) there was a strong positive relationship between the mean scores of the experimental group in the post administrations of the visual thinking test and the higher-order thinking test.