This study traces curricular support for concepts related to infinity and division by zero, in both elementary and secondary mathematics curriculum documents in our province. It was motivated by results of our previous and ongoing work related to transition to post-secondary studies in mathematics, in which we identified consistent gaps and misconceptions around limits and infinity. Our findings are startling in that, in the school curricula, many expected references to concepts related to division by zero, infinity, and limits are simply not present ("expected" in the sense of being needed to provide essential support for the material which, according to curriculum documents, must be covered). Recommendations for future curriculum revisions are included.