This study focused on the skill perception scheme of secondary education geography teachers intended for the change and continuity skills of the geography course curriculum. The interview technique was used to describe the way teachers perceive and express this skill. With the interviews, teachers asked questions that would determine the place of change and continuity skills in geography and geography curriculum, the way the skill reflected in the gains in the Geography curriculum, the applicability of the ability to change and continuity during teaching, and the level of transferability to the target audience. That study to form around the phenomenological research pattern. The research carried out the purpose sample technique to apply when creating the working group to reach further functional data. The qualitative findings obtained through the interviews transformed into a systematic structure by making a descriptive analysis within the framework of the MAXQDA-11 package program. Teachers see change and continuity as important skills for geography education on the threshold of the findings. They stated that it would be more effective to use student-centered teaching methods and techniques in the transfer of skills to students. Teachers see change and continuity as substantial skills for geography education on the conclusion of the findings reached. In addition, they consider the skills training they received during the undergraduate period and the readiness of the students insufficient.