Activities concerning education had begun with the existence of human on the earth, however the adoption of teaching as a profession had realised just after establishment of settlements. It is not possible to give an exact date for the beginning of profession of teaching but it is known that teaching became a profession today after several phases. The most important element of education system is teacher. The succession of an education system does not produce any services on teachers who operate and apply the system. For this reason, the education system is as good as teachers in that system (Aladağ, 2003: 7) In addition to disciplinary knowledge, profession of teaching is fairly complex profession understanding teaching and student as a complement. (Arı ve Saban, 2000; Aladağ, 2003: 8). The teacher is an important person who applies the state's policy of education developed as a result of many researches, affects these politics with his/her application results, benefits from professional studies and searches and also provides problems for these studies. (Sünbül, 2001: 226). The teacher is an individual not only transfers knowledge decently but also he/she is effective by his/her attitudes and behaviours with organizing activities that can affect pupils' succession. (Varış, 1988: 117) Persistence of nations as powerful, rich and happy depends on their ability to renew themselves technologically and socially. The most important duty belongs to teachers as social engineers. Rapid developments in science and technology change the structure and goals of the societies. Thus, the changes are inevitable on both general purposes of education and traditional role of teachers. (Baki, 2009; 62) Purpose of the Study: The general purpose of this study is to determine politics and applications concerning geography teacher training and to state the adequacy of these politics and applications quantitatively and qualitatively to the period of transferring training of subject matter teachers of secondary schools to the universities (1923-1982) Method of the Study: In this study the technique of documentary analysis is used in accordance with method of descriptive analysis. The study of documents contains analysis of written materials covering knowledge on fact or facts which is/are aimed to be searched. The documentary analysis can be mere instrument for collecting data in quantitative research and it can be also used with other methods (Yıldırım ve Şimşek, 2011: 187) Traditionally the study of documents is known as the method of historians, anthropologists and linguists. In this method the questions of which documents are important and which ones are suitable to use as source of data are related to the problem of the research. For instance, in a research related with education such kind of documents can be used as sources of data: text books, curricula, official writings in/out schools, student enrolments, books, student papers and exams, lesson and unit plans, teachers' portfolios, official documents concerning education and so on (Yıldırım ve Şimşek, 2011: 188; Boğdan ve Bilken 1992; Goetz ve Le Compte, 1984) Findings and Conclusions: In Republican era several works have been done for development of profession of teaching, training of teachers to meet the needs quantitatively and qualitatively. The findings of these works are official arrangements like 3 March 1924 dated and 439 number "Law for Secondary Education Teachers" and 1739 number Law of National Education; the establishment of institutions of education to train subject matter teachers for secondary schools, High Teacher Schools and universities; preparing reports by national and international experts to reveal the problems on teacher training and to develop politics for solutions. After the reclamation of the Republic in all institutions aiming to train subject matter teacher, geography departments took place and graduates from these departments were employed by Ministry of National Education The programmes of geography education should be considered historically especially in terms of quality of education, the programmes of geography education should be observed, suggestions should be developed to overcome the difficulties and malfunctions by publishing evaluation reports and the works should be done to implement all of these. [ABSTRACT FROM AUTHOR]