Spatial technologies, particularly Geographic Information Systems (GIS), have become invaluable and persuasive tools in society today. These technologies have also made their way into classrooms around the world and Australian teachers are leaders in implementing GIS technology into their classrooms. There is still a way to go in order to make this process sustainable. Historically, teachers who have wanted to participate in the "new world" of spatial technology have been provided with minimal cost software, support, resources and data from GIS software providers. This has helped make spatial technologies accessible to most K-12 schools in Australia. However, a number of barriers and problems still exist in implementing GIS programs into school environments and only when these are addressed will educators start to see the sustainable use of spatial technologies in a larger number of schools. A number of initiatives still need to be undertaken. Education faculties in universities need to provide under-graduate and post-graduate students with opportunities to utilise spatial technologies in their studies so they can become comfortable using these new tools in the teaching classroom. This would provide new teachers in the classroom with GIS experience making spatial technology use in the classroom a more sustainable prospect. Further academic studies into the benefits of using GIS software in the classroom from primary school also need to be conducted by universities. Creating user friendly classroom GIS projects for traditional teaching units in schools is crucial in providing easy to use resources for classroom teachers. Software companies need to provide key teachers with training and free software so they can then provide flow on support for teachers in their school, other schools and school districts. The GIS community continues to grow strongly although over the last two years figures indicate reluctance to take up new technology. Growth seems to be equally divided between state and private schools which can be attributed to the hard work of teachers in providing support, training and resources for teachers in South Australia. In this article, the author describes a number of key factors which Pimlico State High School in Townsville and Findon High School in Adelaide possess that ensure GIS is sustainable in their schools.