The present teaching scenario of geography teaching is not that much encouraging while augmenting the teaching learning processes; it has been observed that most of the teachers are not fulfilling the objectives of teaching geography in most of the cases. Geography occupies puzzling position among the classification of science. It is neither a purely natural science nor a pure social science. Generally, it is observed that most of the teachers of geography do not have a proper command over the content of science as well as social science disciplines so they face several problems how to transact the content of diversified discipline like geography. Without proper understanding of puzzling position of geography among the classification of science and its nature by the teachers the teaching could not be fruitful and effective. In this light, it is essential for the teachers to chalk out the roadmap of the nature of geography to deal with the unique nature of geography effectively. But this synthesized information of geography cannot be understood well without understanding puzzling position within the traditional organizations of knowledge. Paper concluded that nature of geography not only helps the teachers to understand the subject properly but also empowers them with the appropriate pedagogy of teaching geography by which they should thoughtfully engage themselves in teaching geography meaningful This will also provide them opportunities for critical and reflective thinking for learning and understanding of geography, as the reasons lie within its unique nature of discourse specified by framework of dualism i.e. physical and human geography.