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Geospatial technologies and geographic methods are foundational skills in modern water resources monitoring, research, management, and policy-making. Understanding and sustaining healthy water resources depends on spatial awareness of watersheds, land use, hydrologic networks, and the communities that depend on these resources. Water professionals across disciplines are expected to have familiarity with hydrologic geospatial data. Proficiency in spatial thinking and competency reading hydrologic maps are essential skills. In addition, climate change and non-stationary ecological conditions require water specialists to utilize dynamic, time-enabled spatiotemporal datasets to examine shifting patterns and changing environments. Future water specialists will likely require even more advanced geospatial knowledge with the implementation of distributed internet-of-things sensor networks and the collection of mobility data. To support the success of future water professionals and increase hydrologic awareness in our broader communities, teachers in higher education must consider how their curriculum provides students with these vital geospatial skills. This paper considers pedagogical perspectives from educators with expertise in remote sensing, geomorphology, human geography, environmental science, ecology, and private industry. These individuals share a wealth of experience teaching geographic techniques such as GIS, remote sensing, and field methods to explore water resources. The reflections of these educators provide a snapshot of current approaches to teaching water and geospatial techniques. This commentary captures faculty experiences, ambitions, and suggestions for teaching at this moment in time.