The school curriculum determines which subjects and contents are to be taught. It is therefore predefined, at least in theory, which areas of biology and environmental science must be covered. However, for these areas to eventually find their way to students, depends, among other things, on the teacher. Since the curriculum is quite flexible and accommodating it is difficult to estimate what children are really being taught in practice. This study was developed in an effort to counteract this ambiguity, if only in Styria. Using questionnaires that touched on both technical and personal areas, 459 students and 16 teachers from 10 different educational institutions were asked about school related topics pertaining to earth science. The subject groups were exclusively questioned at grammar schools or secondary education schools and filled out the questionnaires, consisting of 11 questions, separated into middle and high school classes. Another aspect of collecting data was a survey of 217 students who provided post festum insight into school education and information on the extent and quality of geological content during their schooling. This abundance of data finally provided a comprehensive overview of the current status of geology in Styrian schools and also on the extent to which students know about curriculum related topics, such as mineralogy, evolution, plate tectonics, etc. In order to accurately interpret the obtained data, various variables such as the type of schoolbook, the location of the school, the school form and others were used. However, the main factor influencing the performance of the apprentices in the field of earth science, was usually only the teacher with his or her individual interests and abilities.