This paper discusses various views of the nature of geography and its place in the public schools; sketches the current role of geography in the K-12 curriculum; and offers suggestions for policy and practices in geographic education. Recent criticism in the media of U.S. students' geographic illiteracy is noted; it is pointed out, however, that geographic literacy encompasses more than memorizing place names. Global education for the public schools with an interdisciplinary, inquiry approach is advocated. However, inadequate teacher preparation, restrictive curriculum rules, and the recent emphasis on testing narrowly defined skills may be impediments to this goal. (NL)