Abstract: Teaching historical sites in secondary schools is challenging due to geographic distance and financial constraints, making physical field visits difficult. Google Earth offers a geospatial platform that enables teachers to virtually explore historical sites, landscapes, routes, and physical features. Guided by the Technology Acceptance Model (TAM), this study investigated History teachers’ perceptions of Google Earth’s effectiveness for teaching historical sites in Dodoma City, Tanzania. While the broader research utilized a mixed-methods design, this paper reports on the qualitative strand. Twelve History teachers across three secondary schools were purposively selected for semi-structured interviews. Data were analyzed thematically. Findings revealed that although all participants used a mix of conventional and digital resources, only four ofthe twelve teachers had integrated or experimented with Google Earth in their lessons. Ten teachers perceived Google Earth as a valuable cognitive bridge between abstract textbook narratives and real historical landscapes, enhancing students’ understanding of terrain, distance, scale, and spatial context. However, eleven teachers cited unreliable internet connectivity and data costs as significant barriers. Systematic integration was further constrained by limited technological-pedagogical content knowledge and curriculum time pressures. All twelve teachers emphasized the need for practical professional development tailored to History content. The paper concludes that while Google Earth holds considerable potential as a supplementary tool for teaching historical sites, its effective implementation depends on enhanced teacher competence, reliable infrastructure, and purposeful alignment with curriculum goals.