This paper reports on an action research project focusing on curricular interventions for improving geographic knowledge and application skills in elementary students. The targeted population consists of third- and fourth-grade students in a middle-class community in southwest suburban Chicago. The deficiency of geographic literacy was documented through teacher-made tests, observations, and surveys. Analysis of probable cause data revealed that geographic skills were often taught in an isolated manner that lacked relevance for the students. The discipline of geography was not given adequate instructional time during the average school day. Geography was often taught with an emphasis on rote memorization skills and did not address the varied learning styles and intelligences of students. A review of solution strategies suggested by knowledgeable others, combined with an analysis of the problem setting, resulted in the selection of two major categories of intervention: integrating geography throughout the curriculum with an emphasis on literature; and the construction of lessons around the various learning styles and intelligences of students. (Author/EH)