The scholastic geography of Lithuania has experienced the period of reforms during the past two decades. The imperative of the education shift has been determined by economical, social and cultural changes. The subject-matter of education and the training process have been corrected. It is a matter of great relevance to ascertain whether the subject-matter of geography education conforms to the requirements set by the documents of the Education System. The study contains the analysis of the conception of the education subject-matter and the structural parts of it. General structural model of geography science, as the basic source for the formation of the education subject-matter, is presented, the analysis of its elements is performed. The formation stages of geography science and the subject-matter of education are highlighted by emphasizing the basic periods of the education shift (scholastic geography to the education reform, contemporary scholastic geography). The content analysis of the schoolchildren achievements determined by the General Programmes and Education Standards is performed. The schoolchildren conception of geography is examined.