Preparing learners for the future requires twenty-first-century teaching that integrates professional tools in the classroom. Geospatial technologies (GST), which represent geographical professional technologies, lack robust integration in high school geography. Researchers continue to ask why educators teach about rather than with GST. Understanding teacher decisions is paramount. This mixed methods study examined commonalities among teachers who use GST using Mishra and Koehler's (2006) Technological, Pedagogical, Content Knowledge (TPCK) framework as a theoretical lens. This investigation examined whether geography teachers who exhibit stronger geospatial TPCK used GST more frequently than other teachers who exhibited a less developed knowledge base.