Background: Slow learners, despite having average intellectual capabilities, often face challenges in traditional educational environments due to passive and text-heavy instructional methods. Innovative, learner-centered strategies such as mind mapping may offer improved outcomes for this population. Objective To evaluate the effectiveness of mind mapping compared to traditional tutorial-based instruction in improving academic performance among slow learners. Methods A randomized crossover study was conducted with 50 slow learners aged 18–20 years, divided into two groups (A and B). Group A received tutorial-based instruction in Phase 1 and mind mapping in Phase 2, while Group B received the reverse. Each phase focused on a specific topic in anatomy and was separated by a one-week washout period. All participants were trained in the mind mapping technique prior to intervention. Performance was assessed via standardized post-tests, and data were analyzed using descriptive statistics and paired t-tests. Results Mind mapping consistently yielded significantly higher scores than tutorial-based instruction in both phases. In Phase 1, Group B (mind mapping) outperformed Group A (tutorials) with mean scores of 15.60 ± 4.99 vs. 11.68 ± 2.91 (p < 0.000001). In Phase 2, Group A (mind mapping) outperformed Group B (tutorials) with scores of 15.87 ± 5.73 vs. 13.08 ± 4.45 (p < 0.01). Paired t-tests confirmed the effectiveness of mind mapping at the individual level. Qualitative feedback also highlighted high student engagement, improved comprehension, and better organization of content. Conclusion Mind mapping proved to be a significantly more effective instructional method for slow learners compared to traditional tutorials. Its visual and structured approach enhanced understanding, retention, and motivation. Educational institutions should consider incorporating mind mapping into remedial teaching strategies to promote inclusive and effective learning.