The study aimed to identify the degree to which geography textbook s for the upper primary stage take into account the psychological foundations of curricula from the perspective of teachers and school principals. The study population consisted of all geography teachers in upper elementary grades and school principals of schools with these grades in government schools of Hafr Al-Batin Governorate, Saudi Arabia. The study population was (365) teachers and (300) principals in the 2003/2004 academic year. The study sample, which included 89 teachers and 75 principals, was selected using stratified random sampling. To achieve the study objectives, a questionnaire consisting of 50 items was developed. The study revealed the following results: there are a number of psychological foundations that should be considered in geography curricula, some of which were moderately considered. Additionally, there were statistically significant differences (α = 0.05) between the mean ratings of the study participants regarding the degree to which psychological foundations were considered in the geography curriculum, which can be attributed to the job position in favor of administrators. The study recommended the need to utilize psychological foundations by curriculum planners and teachers to enhance student learning in cognitive, skill, and affective domains.