The topic of this thesis is geographical and historical terms in teaching of Nature and Society. Nature and Society as an obligatory subject during the first four years of elementary school offers plenty of different contents and connects different disciplines into one. Among the terms with which it deals, the most marked are those with natural, geographical and historical content. The aim of this study was to determine representation of geographical and historical terms in Curriculum of Nature and Society, to examine the knowledge of geographical and historical terms among the future teachers (students of Faculty of Educational Sciences), to compare the knowledge of historical and geographical terms among the students from the first to the fifth year of Teacher Study and to compare the knowledge, analysis and systematization of historical and geographical terms among the Teacher Study students in Pula ( to compare the different stages of knowledge). The representation of geographical and historical in Curriculum of Nature and Society changes from the first to the fourth class. The fourth year students show the biggest knowledge of geographical and historical terms. The third year students show the lowest level of the knowledge about geographical terms and the second year students show the lowest level of the knowledge of historical terms. The knowledge of historical and geographical terms does not differ in the stages of knowledge. There is no difference in the knowledge of historical or geographical terms on the specific year of studying.