The purpose of this study is to investigate the opinions of teachers and preservice teachers of social studies on geo-literacy. The study used the qualitative research design of phenomenology to collect data. The study consisted of 20 teachers and 30 prospective teachers of social studies. The purposive sampling method of criterion sampling was taken as a basis. Descriptive analysis method was used to analyze the data obtained via interviews. As a result of the study, most preservice teachers of social studies defined geo-literacy as having geographical knowledge, as well as reading and interpreting geographical information; while social studies teachers define it as making sense of interpreting geographical information. When the opinions of preservice teachers of social studies on their efficacy levels were asked, they stated that they knew about geographical information-conceptual information on an intermediate level, they also stated that they did not find themselves capable in spatial perception skills, association, relation, and critical geography dimensions. Regarding the problems experienced in geo-literacy, teachers and preservice teachers of social studies stated that trips-observations are not included, abstract information is not materialized, concepts are not completely explained, skills of spatial perception and practice levels are not sufficiently included. Despite the high number of targeted outcomes in the curriculum, class hours is a limitation, and teachers are not sufficiently knowledgeable about geo-literacy.