Besides their professional knowledge, motivational orientations and self-regulation, teacher’s beliefs constitute a fundamental part of their professional competence and do affect educational practice in the classroom (cf. Reusser et al. 2014; Kunter 2015; Baumert/Kunter 2006; Pajares 1992). Therefore every Geography teacher has own individual beliefs in the form of cognitive schemata , that relate to different items of teaching Geography in addition to the normative, specific requirements of educational standards and the curriculum. In the present qualitative study, which is referring to a survey on the image of Geography (DGFG 2015), Geography teachers of secondary schools in North Rhine-Westphalia have been questioned about their individual beliefs regarding the specific content, competencies, potentials and challenges, as well as ways to support the subject Geography. The main focus was on the question of the special relevance of teaching Geography for the students, the society and the scientific academic discipline. The teacher’s beliefs describe an image of the subject Geography, which is neither conform to the stereotype of “Stadt-Land-Fluss”, nor does it completely correspond to the characteristics of the educational standards and the curriculum. For that reason, the reflection of the distinct individual beliefs, related to teaching Geography, which potentially have influence on how the teachers actually teach Geography, should be considered and promoted in the training of teachers during their studies and later on in advanced trainings to raise the didactical professionalism in teaching, to strengthen the subject Geography itself and to reflectively analyze and modify their own ways of thinking.