The present study examines the implementation of GIS and RS in teaching geography in Zimbabwean secondary schools. GIS and RS were viewed as the most important achievements in secondary school education in the early part of the year 2017. It was adopted because of its ability to bring the world in the classroom. To determine the implementation of GIS and RS in secondary schools, a qualitative approach of gathering and analysing information was used. Questionnaires and interviews were part of the research instruments used to gather information. A sample of 22 participants was selected from teachers and students, thus, ten teachers represented the teacher population and twelve learners represented the learner population. The study was informed by the Technology Acceptance Model (TAM) as its theoretical framework. The study revealed that teachers' knowledge and skills in GIS and RS were very low. The study substantiates that teachers' involvement in GIS and RS in schools was very low again even though learners are interested in doing so. The attitude of the teachers towards GIS and RS implementation was negative since they do not have knowledge and resources to implement the topics. The researcher recommends that retraining and support from administration is necessary in order to fully implement GIS and RS in teaching geography at all the levels.