Teaching and learning about food and agriculture in an effective, engaging manner is enriched through the use of web mapping tools and spatial data. These tools, enabled by the advent of cloud-based Geographic Information Systems (GIS) technology, bring problem solving, critical thinking, and spatial analysis to every classroom instructor and student (Kerski 2003; Jo et al. 2016). Food and agriculture are inherently geospatial: They provide the perfect themes for investigation using interactive maps in a GIS environment. The fact that these maps are interactive and often include a temporal component help students learn about fundamental themes of geography: (1) The Earth and its people are changing; and (2) The carbon cycle, ocean currents, weather and climate, land use pressure, population dynamics, and trade and commerce all affect food and agriculture. This article provides the layers, maps, and tools that the author has successfully tested and taught in a variety of settings from primary to university age. Each of the investigations described begins with the "whys of where." After asking geographic questions, some of which the instructor poses and others that the instructor encourages students to pose, students acquire geographic resources, conduct analyses, and arrive at conclusions. They become proficient in using geographic tools, but more importantly, they learn about how maps work and how to communicate with maps, acquire media fluency, gain critical thinking skills, and learn about food and agriculture.