This study explores the pedagogical potential of Interactive Spherical Video-Based Virtual Reality (ISVVR) in geography education from the teachers' perspective. Based on a synthesized developmental model, namely ACE (Acceptance, Creation, and Expertise), we analyzed 187 sets of survey data collected in teacher professional training in which geography teachers were introduced to the production of ISVVR for learning and teaching purposes. The quantitative data analysis revealed that the participants were positive about the pedagogical use of ISVVR. Also, based on the analysis of the qualitative data gathered through the open-ended survey questions via a data-mining technique, we found that participants' adoption concerns were already beyond the evaluative acceptance level, majorly revolving around issues on pedagogical technology integration. It is suggested that further efforts of teacher professional development are needed for designing and refining the pedagogical use of ISVVR in practice.