Depending on how you determine the starting point for the technology driving geographic information systems (GIS) and remote sensing, it is well over fifty years old now. During the first years of its existence in the early 1960s, the new technology benefited relatively few students who attended the handful of college programs that were actually developing GIS. By the 1970s this technological innovation was disseminated to other colleges and universities and they too began looking at the development side of GIS with an emphasis on creating new programs and improving existing programs. In the 1980s, those university faculty who found the geospatial technology software to be reasonably effective at solving geographic problems began teaching both the concepts and the applications as part of their GIS courses. Cartography classes gradually either gave way to geographic information science or began incorporating their visualization tool sets as part of the emerging new science of geographic information. Perhaps the most important recent development regarding the future of K-12 GIS education is an initiative by the Geography Education National Implementation Project (GENIP). This initiative is to develop a K-12 GIS curriculum proposal for what would be an advanced placement (AP) GIS course, sponsored by the College Board, just as AP human geography is now. Once the curriculum proposal is developed, GENIP will approach the College Board with a proposal which, if accepted, will result in a nationally recognized, high-quality GIS program for K-12 students. With luck, if it is forthcoming, it will also signal a new day for geography education in our elementary and secondary schools.