While the school subject geography is defined as a unified subject, academic geography is divided into two scientific disciplines; human geography and physical geography, which makes the relationship between the academic disciplines and the school subject geography somewhat complicated. Research shows that the textbook is often equal to the course. The textbook has a central role in the teacher's planning of the course and is thus crucial for the student's learning. The purpose of this study is to investigate and discuss how the school subject geography is presented in textbooks. I examine how the interdisciplinary, unified subject geography, which illustrates the connections and the mutual influence between societal development, natural environments and human activity, is exemplified, and what challenges teachers face depending on the design of the textbooks. In addition to a quantitative analysis, I make a more qualitative one in order to concretize and nuance the image that emerges. The study shows that the school subject geography is mainly presented according to the identified common and specialized areas of interest, concepts and theories for the respective discipline of human and physical geography. Overall, relatively few examples in the textbooks are identified, only about 35 percent of all analyzed pages, where human-nature interaction is clear and which portrays the coherent, unified subject of geography according to the curriculum.