Hong Kong styles itself as "the city that never sleeps", "the ever changing city". The dynamism and pace of change in teacher education, however, has to be seen as laggardly in comparison. This is not to say there has been no experiment but changes have been piecemeal and "add-ons". Teacher education in Hong Kong has now, however, reached something of a hiatus brought about by changing conditions in the education system of the SAR (Special Administrative Region of the People's Republic of China). This paper is concerned with the impact of these changes in the teacher education curriculum for the initial training of geography teachers. The author attempts to illuminate the thinking and direction in the initial training of secondary geography teachers in Hong Kong as these incipient professionals negotiate entry and identity into a community of practice.