The purpose of the current research was the challenges of geography curriculum planning in the changing world from the teachers' point of view. The present research method is a qualitative method with a semi-structured interview tool. In this research, people's opinions were repeated from the 18th interview onwards. Therefore, the interview process ended with the 20th person. The duration of each interview was about 25 minutes. The sampling method of the present study was the use of purposive sampling method. The criterion for selecting the participants was to have more than five years of experience in the second secondary school and to have a degree and degree related to geography, expertise and the field of work of the people. For this reason, the teachers of all 10th, 11th and 12th grades were used experimentally. Qualitative data analysis was done based on the guidelines provided by Strauss and Corbin, which includes three main steps: open coding, axial coding, and selective coding. Finally, the categories are in the form of 16 main categories in the heart of the six dimensions of the paradigm model in the form of main categories: the main factors influencing geography curriculum planning, causal factors (6 categories), strategy (3 categories), background characteristics (3 categories), conditions environment (2 categories), consequences (2 categories) were placed. The most important challenges from the teachers' point of view include the most important challenges of geography curriculum planning on the educational system, teaching-learning challenges, national curriculum challenges, evaluation challenges, challenges Information and communication technologies were the challenges of change.