One of the demands imposed on geography instruction is to inform about the world, but there is some disagreement on how this is to be achieved. Criticism is most frequently directed at the regional geography approach of subdividing the world into culture regions. This paper addresses the question of whether global subdivision by culture regions can still legitimately be used in geography instruction. The paper considers culture regions as a regional subdivision on the sub-continental scale, as portrayed in regional geography textbook. It addresses criticism of subdivision by culture regions, both concrete criticism and fundamental criticism. It discusses culture regions as a reality, outlining several possible systems of subdivision. The paper also discusses requirements imposed on subdivision of the world by culture regions and provides examples of subdividing the world by culture regions. It finds that the diversity of possibilities makes it clear to the student that culture regions is an artificial concept that enables people to structure the world in only a few large regions, which is advantageous to achieving the mandatory level of intercultural understanding. (BT)