K-12 geography education is often grouped with other subjects, limiting student exposure to geospatial technology and geographic inquiry. We explored the implementation of geospatial technology in North Carolina K-12 schools through a forty-four-question survey. Educators shared their teaching methods, geospatial technology integration, and professional development experience. Survey responses were statistically tested for multiple subpopulations, including rural, urban, and state-sponsored schools. Results suggest a lack of geography state standards, professional development opportunities, and classroom utilization of most geospatial technologies, which contribute to the deficiencies of geographic inquiry-based learning in North Carolina. Future North Carolina K-12 initiatives require changes to curriculum standards, professional training, and classroom resources.