"Despite its central role in real-world geography, the Geographic Information System (GIS) has had little uptake to date in School Geography." (Wiegand, 2001) This statement can be accurately applied to the author's current school setting and was the focus of her and her colleagues' case study, commenced in 2004 and continued into 2005. The study was undertaken as part of a Masters degree in e-Learning at University of Technology, Sydney, Australia. It examined the steps taken and the challenges faced by a team of researchers, two geography teachers, and this author, who is the Information and Communications Technologies (ICT) Co-ordinator at the school. The author's interest in the project arose from a concern that, in her experience, technology had been poorly integrated into school programmes. Teachers make decisions based on their own limited experiences and technologically complex learning applications such as GIS are not provided to students. (Contains 1 note.)