The present paper attempts to reason that social-constructivist spatial theory represents an essential approach for contemporary geography teaching. This approach is essential to show learners how space contributes to the organization of society. By contrast, German geography didactics and teaching practice, which are examined closely here by means of a content analysis based on curricula, textbooks, and classroom material, show that social-constructivist approaches are underrepresented and limited to a light-weight version of space as construct. This contribution concludes with a plea to grant the concept of space as a social construct with greater central significance and potential in teaching practice.