This article describes a pedagogic foundation for introducing a field-based geographic information systems (GIS) experience to the GIS curriculum at the university level and uses a dual evaluation methodology to monitor student learning and satisfaction. Students learned the basics of field-based global position systems (GPS) and GIS data collection and management using hand-held devices. Overall, students were appreciative of the opportunity to learn new techniques. Questionnaire data support the conclusion that a field-based GIS inquiry approach is a pedagogical strategy in a GIS curriculum that engages students and results in positive learning outcomes. (Contains 1 figure and 1 table.)