Whilst Geographic Information Systems (GIS) have diffused and become integrated into many areas within Australian public and private sectors, the same cannot be said for GIS in Australian secondary education curriculum. Currently in Victoria, GIS software has diffused to only a very few private or public secondary schools, and even thus, the status of GIS installation is recognised as relying upon the drive and power of committed practitioners rather than on specific school executive policy statements. Given state policy preference for relevance in the curriculum, a quantification of this recognition is called for. This paper reports the findings of a survey regarding the state of GIS software diffusion and GIS-based education in Victorian secondary schools, which was administered to Victorian secondary geography teachers via an anonymous online survey instrument. Results provide important baseline information which shows that there are many barriers and constraints affecting the rate of adoption of GIS in Victorian secondary schools. They include ‘bottom-up’ resistance that might be overcome by GIS-based teacher training, and ‘top-down’ failure to mandate GIS-based education in the school geography curriculum. Thus, in the face of increased educational and vocational relevance of GIS, Geography teaching is becoming marginalised within secondary school programmes. Accordingly, and in recognition of official policy in favour of GIS in schools, the survey results can be regarded as baseline information pre-requisite to consensus-building regarding the place of GIS-based education within any proposed National Geography Curriculum.