Many geography and technology educators have been attracted to geospatial technologies because of the potential to help students develop and demonstrate spatial and higher order thinking skills, only to be frustrated with implementation at the school level. Even when teachers have overcome the technical hurdles of hardware, software, and data, they often find their classroom or lab activities do not always produce the desired outcomes. This article discusses the Community Mapping Program (CMaP) which was developed by the Orton Family Foundation to engage students in a community-based project that incorporates geospatial technology and other hallmarks of active and inquiry-based curriculum. These hallmarks include place-based education, project-based learning, community-based projects, inquiry-based education, service learning, fieldwork, community partnerships, state and national standards, school-to-career paths, geospatial technologies, mapping, and authentic assessments. Because of the ability to put so many engaging curriculum pieces together in one project, the Utah Geographic Alliance has used CMaP as the basis for its professional development in geographic information systems (GIS) and global positioning systems (GPS) since 2002. (Contains 2 figures and 3 notes.)