Chapter 4 highlights a series of walking tours, beginning with Hilary Green’s work with The Hallowed Grounds Project at the University of Alabama and expanding to include examples from history, English, and teacher education courses, as well as research and mapping-based projects outside of the curriculum. The chapter also showcases how faculty development initiatives—such as the interdisciplinary Atlanta Studies Faculty Learning Community’s walking tour of historic Auburn Avenue—can successfully enact learning on location pedagogies as a way of helping instructors “try on” a pedagogy by participating in walking tours themselves. Chapter 4 engages with interdisciplinary research on embodied learning, cultural geography, and disability studies to argue that the practices of walking and mapping are central to developing place-consciousness for learning on location. Bringing in scholarship on disability studies, the chapter broadens traditional definitions of walking to include the diverse ways students may access and engage with places.