In the earliest days of American education, leaders in educational theory and practice believed that the curriculum should revolve around the child's lived experiences. Geography, therefore, should hold a prominent place in the curriculum since it is through geographic concepts that children first experience the world around them. Reading and writing were considered the vehicles through which children enhance, correct, and express their understanding of the world. It was understood that children come to school with a rudimentary understanding of the world that should be developed through geography education. It is ironic that more than a century later geography is rarely taught in the earliest grades because teachers spend most of their instructional time on reading and writing skills, and teach geography (and other social and physical sciences) if there is time in the day after reading, writing, and math instruction are complete. To complicate matters more, today some educators have mistaken notions of developmental appropriateness and believe that young children cannot learn geography and other content areas. That is, they mistakenly believe that children are unable to learn some geographical and historical concepts because young children do not yet have the intellectual capacity to learn such things. Some even argue that children cannot learn geography (and other subjects) until they learn how to read and write. Both assertions are mistaken. Young children certainly can learn geographic concepts, and, indeed, come to school with some geographic knowledge already. They may not yet have the language skills to articulate their knowledge, but they have a fund of knowledge of the world around them that can be developed. This article describes two lessons that attest to the fact that not only can the youngest students learn geography, but also that learning geography can enhance other subjects. The lessons were written by K-3 teachers and have been taught in multiple variations across the country. These lessons prove that young students not only can learn geographic concepts, but they can have fun while doing it. (Contains 1 figure.)