Both the application of mind map in teaching and the creation of mind map output are quite pervasive in educational environment. Nonetheless, it is still a critical issue needed further discussion, especially in taking advantage its function effectively as a tool to improve learning capability in general and literary perception competence in particular. In this article, after conducting a rigorous research based on both theoretical and empirical approach, the author put forward some conclusions concerning the application of mind map in fostering the literary perception skill for high school students. Firstly, as educators, we are able to firmly assert that mind map is a useful tool in teaching activity on the condition that it is properly used in certain subjects with distinguished features and requirements. The author also demonstrate that mind map can help teachers and students in percepting the literary works-from more angles and lens than traditional perspective. Last but not least, by using mind map, students often feel more encouraged in learning and accumulating knowledge in various fields and use them to articulate the literary works- and develop their own literary perception competence.