Geography is at once described as valuable and misunderstood. Its continued place in the curriculum arguably depends on reconciling these contrasting perceptions, and ensuring that curriculum decisions are based on realistic assumptions. This includes students' assumptions about the subject. This research employed synergetic focus groups to investigate conceptions of the role of Geography in their futures held by two groups of Senior Geography students in one Queensland school. Phenomenographic analyses of the discursive data revealed four conceptions: Geography as a means of interacting with the world; Geography as a form of general knowledge; Geography as an enabling subject; and, Geography as a misunderstood subject. This paper relates these conceptions to contemporary educational research in Geography. It then argues that identifying such conceptions (and misconceptions) better positions educators to ensure that decisions affecting Geography's place in the curriculum are based on correct assumptions. (Contains 4 tables.)