Using a qualitative approach, this study investigated how the use of GIS technology affected fourth graders' geography learning and understanding of place. For this study, a GIS module was developed and implemented. The data gathering included transcripts from video and audio recordings of classroom instructions, interviews with the students and the teacher, field notes and students' work. Findings of the study include that the use of GIS influenced the students' geography learning by enhancing the whole group discussion, helping them connect to their prior experiences, and assisting them in making in-depth observations. Thus, the students learned about place by first recognizing familiar places and then expanding by defining the relationships between those places. In building understanding of place, the students used various thinking skills as well as map skills holistically and simultaneously as the situation warranted, rather than hierarchically when GIS technology was used. (Contains 2 notes and 2 tables.)