Within Australia, globalization, contentious connections with Asia, and an increasing concern with sustainable development and intercultural education have created a new educational framework and curricula. The Australian Curriculum is the tangible, multidimensional, and pedagogic catalyst to deliver capable, creative, culturally aware, future-focused, and critical education to all young people across the nation. Within this context, Geography as unique discipline has been introduced from foundational years to the end of compulsory schooling. Australian teachers have responded to the implementation of this new curriculum with fear, reticence, resistance, brave enthusiasm, and pedagogic creativity. This paper analyzes these responses to geographical inquiry and curriculum implementation in the early stages of this process and considers the rationale, context, and potential impact on learning.