There is evidence to support the idea that moral action can be thought of in terms of expertise in a domain. This paper reviews work on the development of moral expertise across five levels, from novice to expertise. It addresses the role of habit in expertise and self-regulation strategies that signal when habitual action is not working and that respond with consciously guided action. It suggests moral skills one might need to acquire, both general and specific to the domain of GIS. It suggests how an expertise approach builds on current pedagogy while adding skilled practice.