Multimedia presentations that combine verbal and visual information are increasingly becoming important methods for communicating geographic information. This article discusses literature related to cognitive load theory (CLT) and offers ideas on how this theory might be used for geography education and research. By considering the limitations of the human mind, CLT offers geographers a way to assess critical components of the spatial learning processes. Methods for measuring cognitive load and reducing overloads are discussed within a map context. It is argued that managing the cognitive load experienced by learners is the key to representing geographic information.