This study aimed: 1) to compare the Lao EFL college students’ English writing ability before and after learning through mind mapping technique, and 2) to compare the students’ self-efficacy toward English writing ability before and after learning through mind mapping technique. The samples of this study were 24 third year English major students at Savannakhet Teacher Training College (STTC), Lao PDR, in academic year 2017-2018. They were selected by simple random sampling technique using the classrooms as a sampling unit. The research instruments were four lesson plans, the pre-test and post-test of writing performance test, and self-efficacy questionnaire. The statistics used to analyze the collect data were mean, standard deviation, and dependent samples t-test. The findings were as follows: 1. The students’ English writing ability using mind mapping of students’ post-test mean score was higher than pre-test mean scores with statistically significant difference at 0.01 level. 2. The students’ self-efficacy towards the mind mapping technique to improve English writing ability was higher than before learning in overall with statistically significance at 0.01 level. The findings can be significant for teachers and students to develop effective teaching and learning regarding writing using mind mapping technique to improve writing ability in the EFL settings.