The chapter will discuss the merits and demerits of geographic information science (GISc) as de facto substitute to traditional fieldwork for geography learning. The onset of the Covid-19 pandemic has led to the suspension of physical fieldwork in many Geography undergraduate programs worldwide. Instructors have turned to an alternative data collection approach—GISc. Case studies of undergraduate students from National Institute of Education—Nanyang Technological University, Singapore, using virtual fieldwork to complete their final-year academic exercise will be shared in this chapter to elucidate the potential of virtual fieldwork. For instance, students are not bounded by space and time and could broaden their geography research to incorporate an academically significant environmental issue. The use of GISc also promotes geographical thinking and inquiry-based learning as well. However, limitations of virtual fieldwork are to be acknowledged, such as insufficient teacher pedagogical competencies and lack of tactile experience that could curtail the effectiveness of geography learning.