In this presentation I will highlight how Swedish geography teachers think about their subject and how they enact it. During the autumn 2012 a survey was conducted among 3000 teachers, who teach geography in primary and secondary schools (4–9 grade) in Sweden. Building on analyses of the questionnaire, some basic data about Swedish geography teachers are presented, and some issues about teachers’ different subject approaches and different teacher strategies are discussed. Geography teachers’ subject view varies with e.g. length of education, pedagogical approach and on what level they are teaching. In terms of teacher strategies, more student active approaches can be contrasted with more traditional textbook teaching. The results show that traditional study materials and textbooks are increasingly challenged by less structured forms of source material