The aim of this paper was to comparatively analyze the Geography curriculum in the Waldorf and public school. Similarities and differences in Geography teaching from fifth to eighth grade were analyzed according to the curriculum of two schools, the Primary School Curriculum (2006) and the Waldorf Primary School Curriculum (1998). The elements that were compared were aims, subject matter, methods, ways of classroom interaction, sources of materials and type of grading. Prior to the analysis, the main characteristics of Waldorf pedagogy and Waldorf school, as well as its differences between the public school, were presented. From the conducted analysis, certain differences and similarities in the teaching of Geography between the public and Waldorf school can be noticed. The biggest differences are in the subject matter. Subject matter in Waldorf school starts with homeland, then Europe in sixth grade and other continents in seventh and eighth grade. Subject matter in public school starts with the content about Earth and basic concepts from physical and human geography. In the sixth grade students learn about all the continents, except for Europe which is subject matter of seventh grade. In the eighth grade students learn about Republic of Croatia. Geography class in Waldorf school is characterized by the student notebooks and geographic maps which are made by the students. In public school students use already made materials. The difference between two schools is type of grading, which is numerical in the public school and descriptive in the Waldorf school.