Teaching political geography often encounters difficulties and barriers in various parts of the world. The importance of understanding geopolitical processes in education cannot be overstated, as it has the potential to influence civic engagement significantly. This study examines current teacher training practices for teaching geopolitical issues in teacher education institutions. It also explores and compares students’ knowledge and attitudes toward geopolitical topics in Israel and Germany. A total of 86 geography students participated in this study. Questionnaires were conducted, and academic curricula and textbooks for high schools were researched. Due to the numerous pressing geopolitical issues in Israel that affected the daily lives of students and teachers, the researchers hypothesized that geopolitical knowledge is unavoidable, yet this research has not confirmed it. On the contrary, findings suggest that students are not actively engaged with geopolitical issues. Instead, they show little recognition of Middle Eastern places, leaders, or organizations. With its larger size and population, Germany is involved in geopolitical events within Europe and beyond. In many respects, the results are disappointing, like those from Israel. The writers believe that future educators should emphasize educating young people in political thinking, considering options, and drawing conclusions. This underscores the pressing need for a more effective integration of geopolitics into academic teacher training curricula.