In this article, the author describes how an “I do, we do, you do” scaffolded approach for explicit instruction can be utilized to teach map skills to students in kindergarten through grade 2. She argues that classroom teachers who are familiar with explicit instruction may frequently use the model for reading and math instruction while overlooking its potential for teaching geography skills. Benefits of using explicit instruction to teach map skills include setting students up for success with ample opportunities to practice and supporting growth in spatial thinking.