Guided by the assumption that geography teaching is connected to nationalism and civic education, this study focused on the manifestation of different citizenship conceptions in the teaching of the land of Israel as implemented in the Israeli educational system. This historical content analysis of Israeli curricula resulted in a division into three periods. Whereas the first two periods reflected specific citizenship conceptions--nationalistic in the former and individualistic in the latter, the third period is characterized by an amalgamation of contradictory conceptions. These findings point to the potential and challenges facing geography education in creating a truly democratic space.