Explore recent research in the science of learning in order to transform traditional ways of teaching geography and promote deeper and persistent learning. Transforming students into geographical thinkers enables them to make connections and apply concepts long after the course ends. This session demonstrates how to move students toward expertise in thinking geographically through specific, but not necessarily intuitive, strategies based on empirical research in learning science. These include retrieval practice for no-stakes learning opportunities; spaced repetition of threshold concepts; interleaving different but related topics to encourage discrimination and enhance learning; and integration of feedback that supports student metacognition. Small, incremental changes in current classroom practice can result in significant and transformational ways to empower students to think geographically.