The three-dimensional design of the Australian Curriculum includes the cross-curriculum priorities (CCPs), learning areas and general capabilities (GCs). Geography teachers are uniquely positioned to address the CCPs through the subject's disciplinary focus on interrelationships between physical features of the earth with individual, social and political relationships. However, for some the challenge to the stability of Geography as a distinct discipline is the greater priority. The manner in which the CCPs have been conceptualised and constructed and the current context in which curriculum decisions are made provide the need to reflect on practice and ask to what degree are the CCPs vulnerable -- in the classroom, in the school, in the profession -- and what does this mean for the students?