The boundary work of geography teachers under the orientation of powerful knowledge is an important process for achieving high-quality interdisciplinary teaching. Based on the theoretical foundations of Powerful Geography Knowledge and boundary work, this study categorizes the“boundaries”in the process of geography teaching into three specifi c types: knowledge boundaries, disciplinary boundaries, and pedagogical boundaries. Each type of boundary involves three progressive levels:“boundary demarcation”,“boundary crossing”, and“boundary integration”, leading to the construction of a “three-dimensional and three-level”framework for boundary work. On this basis, the study proposes a three-stage transition path for traditional geography teachers to become“boundary teachers”—namely,“recognizing boundaries, implementing strategies, and promoting synergy”—aiming to provide a theoretical reference and practical guidance for geography teachers under the orientation of powerful knowledge to conduct interdisciplinary teaching in complex educational contexts.