The formation of students' spatial thinking is defined as an absolute value of geographical education. This is related on the one hand to the specifics of geographical science, and on the otherto the essence of spatial thinking. The contribution of geography education comes from geography as a science. It analyzes the numerous spatial relationships of the earth's surface to achieve a scientific understanding of the importance of space for human behaviora kind of "geographical wisdom". This analysis underlies many human decisions. Concrete solutions and their spatial expression show that people perceive space differently and as a consequence receive different spatial information about the same objects or situations. This is determined by their needs and their ability to perceive the environment, to make adequate decisions, to implement them. The concept dominates in modern geographical education. According to it, the student fully acquires geographical knowledge only when it acquires meaning for him, when he becomes involved in what is being studied. The type of intellectual activity that arises in the practical need for orientation in space is defined as spatial thinking. Given the specifics of geographical knowledge and the nature of the type of thinking that manifests itself in it, this report defines the place of spatial thinking in the context of the leading ideas in the strategy of geographical education in high school in Bulgaria.