In 1988, the integrated secondary school curriculum was introduced as a continuation of the curriculum changes introduced in the primary school. These changes have impacted geography subject in the secondary school. Geography becomes a compulsory subject for lower secondary and elective subject at the upper secondary school level. As a result, fewer schools in Malaysia offer geography at this level. Consequently, students in upper secondary school level are shying away from studying geography and the percentage of students who pass the exam is declining each year. Unlike Malaysia, geography is getting more attention in developed countries and has become a key subject at both the primary and secondary levels. As a result, GIS (geography information system) was widely accepted and implemented in the secondary school geography curriculum. Numerous scholars have reported that the use of GIS as a teaching tool has had a positive impact on students' engagement and motivation to learn geography. However, GIS has not yet been introduced to secondary school geography in Malaysia with reason of ability, lack of substantive research into the capacity of GIS to support and motivate students to learn geography. Therefore, the aim of this study is to determine the effectiveness of GIS promoting students' motivation, engagement, and achievement in geography. This article presents a conceptual model based on an extensive review of literature in a related area for assessing the impact of GIS on the motivation and achievement. (Contains 1 figure.)