This paper presents the learning outcomes of a Mini-Mapathon course developed, implemented, and evaluated for the first time in a population of 28 Asian Junior high school ELL students in three Human Geography courses at an international high school. The paper includes an introduction to crisis mapping and concludes with an analysis of students’ knowledge and skill gains, and attitudes towards map making. Students’ survey responses were analyzed using mixed methods. In conclusion, the paper proposes that the Mini-Mapathon course could be implemented in other schools with a larger sample size to investigate learning outcomes.