Drawing upon the personal reflections of geographical educators in Brazil, Canada, the UK, and the US, this Forum provides a state-of-the-discipline review of teaching in the history of geography; identifies the practical and pedagogical challenges associated with that teaching; and offers suggestions and provocations as to future innovation. The Forum shows how teaching in the history of geography is valued—as a tool of identity making, as a device for cohort building and professionalization, and as a means of interrogating the disciplinary present—but also how it is challenged by neoliberal educational policies, competing priorities in curriculum design, and sub-disciplinary divisions.