Three universities (Lehigh, Texas Christian, and Washington State University Tri-Cities) are collaborating with teachers at nine high schools to integrate GIS into core curricular content areas (Environmental Science, Biology, Chemistry, Physics, Geography, and more; including special education settings) and specialized classes (Robotics, Forensics, and so on). Our work with teachers spans technical instruction (learning about GIS), curriculum development (co-designing materials for the classroom), and pedagogical modeling. All of the tools we are using with teachers are cloud-based, so our collaboration can take place through a mix of online, face-to-face, and in-class interactions. The curriculum design principles are centered around localized geospatial inquiry into socio-environmental science issues (for example: investigating the urban heat island effect both on school campus and in the local community). Teacher outcomes include enhancement of geospatial TPACK and the patterns of their learning and implementation. Student outcomes include geospatial thinking and reasoning, interest in STEM-related college and career paths. Our project started in the first wave of the pandemic, and we were successful in adapting our work to a purely online context. Our teacher development model has been effective across a variety of contexts, as each of the three universities has a different collection of strengths and is working with its own distinct group of teachers.