This article describes processes involved in a curriculum mapping exercise that constituted the first phase of a project aimed at furthering the integration of generic skills in a Bachelor of Education (Early Childhood) program. The purpose of the mapping exercise was to identify the generic skills currently fostered in the program, and those that appear to be overlooked. The article draws attention to the complexity of issues associated with curriculum mapping and highlights the need to refine the somewhat simplistic curriculum mapping techniques advocated in much of the existing literature. The centrality of collegial dialogue to curriculum mapping if it is to lead to curriculum change is also emphasized.