The purpose of this study is to examine  how geography teachers define the concept of name geography. The essay is based on a qualitative method where five geography teachers were interviewed. Their definition is then used with Molins five typologies to see which one of her typologies that caractérise the teachers definition. The result shows that every teachers definition of name geography iluminates factual knowledge and name knowledge which indicates that their definition can be put in Molins first typology ”traditional value-based geography education”.