What is known about places we have not been to before we learn from maps, geographical magazines, or maybe travel reports. Ordinarily, this information is for granted without reflecting on its origin and underlying theoretical premises. Usually, this lack of reflection does not appear as problematic. However, what can can be learned from the fact that the distance from the main station to the hotel is about 1.5 km, but it may take us more than 30 minutes by bus to get there due to rush hour traffic? Why do we experience a wide and empty beach described positively in a travel guide as dull and dreary? The answers are of a geographical nature: The place in question is not one, but many. Its different aspects and appearances vary depending on the concepts of space we apply to it. This article describes a teaching unit, "Frankfurt and Öland--Two Very Different Places!?" the authors introduce an example of how to put these spatial concepts into practice. The authors also seek to encourage geography teachers to create a space for multi-perspective and critical discussion of foreign places at the center of their classes.