One of the primary tasks of primary school science classes is to introduce students to spacial orientation and cartographic literacy. The skills of reading, comprehending, and interpreting geographical maps are of utmost importance for the modern individual, so it is essential to develop them from the very beginning of school education. The first part of the master's thesis describes the process of introducing students to spatial orientation and cartographic literacy, while the second part presents and explains the research results, which aimed to examine: the equippedness of classrooms (schools) with adequate teaching resources and aids for developing students' cartographic literacy, the frequency of applying suitable teaching strategies and methods for developing students' cartographic literacy, and self-assessment of teachers' cartographic skills. The research was conducted on 273 participants – primary school teachers in the Republic of Croatia, using an online questionnaire. The research results indicate that primary schools in the Republic of Croatia are wellequipped with digital technology; however, they are significantly less equipped with traditional tools and aids for developing students' cartographic literacy, such as globes, geographical maps of counties, town plans, etc. Furthermore, teachers feel competent to teach cartographic content in primary school science classes and often apply appropriate teaching strategies and methods to develop students' cartographic literacy.