With growing interest in more authentic, geospatial data to support inquiry learning, this qualitative study explores the beliefs of ten preservice social studies teachers about the use of a Story Map to support inquiry learning about local public places. Findings highlight four major themes of preservice beliefs: initial worry and confusion about Story Maps, 2) Story Maps for visualizing the big picture, 3) Story Maps as a vehicle for raising civic awareness and engagement, and 4) the importance of a micro-local scale with Story Maps for students. An implication of the study is a call for greater attention to geospatial tools and data through the introduction of Story Maps in teacher education programs.