The purpose of this study is to investigate how primary school teachers prioritize content within the subject of geography, a discipline characterized its broad and comprehensive scope. Given the extensive content that geography encompasses, teachers are required to make strategic decisions regarding what to include in their teaching. The study employs a qualitative research design, drawing on semi-structured interviews conducted with a selection of teachers who teach geography across different municipalities and schools. This approach aims to capture diverse perspectives on how teachers prioritize and structure their teaching. Additionally, we take a closer look at what previous research highlights regarding how teachers plan, select and prioritize content, as well as which factors they take into consideration in these processes, compared with the teachers in this study. The findings contribute to a deeper understanding of how geography teaching can be effectively planned and organized in primary education.   The results revealed both similarities and differences in teachers´ choices, priorities, and the factors they considered when planning and selecting content for their teaching. The two most prominent similarities identified in the teachers´ response were the curriculum and/or syllabus, as well as the student group, both of which emerged as significant factors influencing teachers´ decisions.

Keywords: Geography, teaching, priorities, planning, content, free space, congestion.