The slippery downhill slide of geography as a taught subject in Tasmanian schools is a lamentable case of lost opportunity. Curriculum reforms reported in previous Forum papers for IRGEE (Robertson, 2003a, 2003b) highlight the time lag in responses to these changes by geography educators. Perhaps because they have steadfastly held to the belief that geography as a discipline will always have a discrete presence in the canon of knowledge. In Tasmania the curriculum is developed around standards linked to Essential Learnings. These are: (1) thinking; (2) communicating; (3) personal futures; (4) social responsibility; and (5) world futures. In this article, the authors discuss the geographical education in Tasmania. (Contains 1 table and 4 notes)