This paper explores the concept of 'geographical imaginaries' in New Zealand geography. It reflects on the genealogy of the concept and on the work it might perform in the world. At a time when the purpose and contribution of geography in schools is under question and the discipline is under severe strain at universities, we ask whether the idea of 'geographical imaginaries' offers a conceptual platform for demonstrating the potential for geography to offer meaning in the complex world of 21st-century New Zealand and whether it will help teachers to foster geographic thought in classrooms. In short, we argue for the merits of working with the idea of geographical imaginaries in classrooms and for utilising it to interrogate accounts of the geographical gaze and its values. This, we argue, offers opportunities to catalyse geographical thought, highlight the potential of thinking geographically, and open up a thinking space in which geography teachers can examine their pedagogy and enhance the purpose of their work. This would provide a platform for building a more imaginative and more politically and culturally relevant geography at school.