This paper examines how Geographic Information Systems (GIS) can potentially capture a student's imagination, facilitate active learning, and create a state of "flow" in geography classrooms. The paper is organised in four sections. First, the author provides a condensed overview to the major tenets of "FlowTheory." Second, a short discussion presents "Flow Theory" literature with connections to GIS educational applications. In the third section, a framework for using "Flow Theory" in GIS education is proposed. The final section reviews major concepts of the paper, discusses limitations to the proposed framework, and presents implications for use of the framework in GIS-education. (Contains 2 figures and 1 table.)