Throughout history mankind has been studying and perceiving the three-dimensional space in which they live, as well as the objects that were placed there and the relations between them. Efforts in teaching spatial geometry enable the development of spatial ability and spatial thinking, both of which are an integral part of mathematical competence. Therefore, it is important to include spatial geometry in the mathematics curriculum and to teach it through the entire educational vertical, as well as in primary education. This paper analyzes the current literature related to the methodology of teaching spatial geometry in an effort to construct consideration and systematization of theoretical and practical knowledge on the topic. It gives a theoretical overview on the development of the geometric thinking of students in primary education and the knowledge on the selection and organization of the contents of spatial geometry adequate to the level of thinking that students possess. Additionally, the paper analyzes Croatian curricular documents and curricula from the countries of Slovenia, Germany and Scotland. Furthermore, an examination of the TIMSS-curriculum and research is conducted. When organizing and teaching the content of spatial geometry, the cognitive development and individual abilities of students of a certain age should be considered. Functional teaching of spatial geometry should strive for the development of spatial ability and reasoning, as well as ensure the selection of appropriate contents and the implementation of the activities that will enable said development. The results of the analysis of Croatian curricular documents show an overall lack of contents in spatial geometry in primary education, especially of those contents which are aimed at the development of spatial ability and reasoning. The results of the analysis of foreign curricula on the other hand show an existing continuity of teaching spatial geometry, as well as the implementation of the fundamental ideas. The research of TIMSS revealed that fourth grade students in the Republic of Croatia encounter difficulties in solving spatial geometry tasks that examine spatial vision. Therefore, based on theoretical and practical knowledge from current literature, this paper gives a proposal of the curriculum of spatial geometry for primary education and also a suggestion of activities and tasks that should enable the realization of the curriculum goals.