Geography lessons center on a language-based product with socially relevant geographic content. The subject of geography in secondary schools in Germany faces three major challenges that make a stronger focus on language in the monolingual geography classroom necessary. First, more than 30 percent of German pupils in secondary schools have a migration history. Second, the ground-shaking results of the Organisation for Economic Co-operation and Development's 2001 Programme for International Student Assessment (PISA) have led to a paradigm shift in Germany, moving from an input-focused lesson toward an output-focused one. Third, current education policy in Germany has also led to a shift toward an inclusive school system, where children with and without special needs learn together. In the context of these language challenges, this article specifies the idea of using bilingual geography teaching as a pool of language teaching potential for the monolingual classroom. Bilingual geography is an area that has been tested and evaluated in Germany since the beginning of the 1990s and has found successful means to combine language teaching with teaching of geographic content.