Abstract Geography teachers' work is influenced by multiple education policy initiatives. Professional development opportunities emerge to support these policy changes and associated compliance issues. This paper reports the results of a survey in which geography teachers self-reported their knowledge and prioritized professional development needs. The data indicate that some compliance issues associated with assessment policy reform have largely been resolved, while more substantive assessment and course design issues continue to be prioritized for professional development. However, professional development that continues to focus on assessment reform may marginalize geography teachers' engagement with concurrent curriculum and pedagogical policy initiatives.