The teaching of Science and Social Studies aims to acquaint students with the world in which they live and to prepare them for further life. By teaching Science and Social Studies, students acquire knowledge and create experiences about the processes, objects and events that surround them, and a very valuable role in this process of cognition is played by the primary school teacher. The aim of this paper was to examine the educational practice of teachers in teaching Science and Social Studies. One of the tasks of the research was to examine whether there are differences in the teaching of Science and Social Studies in primary schools between teachers of urban and rural areas. The research was conducted with N= 107 primary school teachers, of which N = 67 were teachers of urban areas and N= 40 rural teachers. For the purposes of this paper, a survey questionnaire was constructed and completed by teachers online. The questionnaire surveyed teachers on the frequency of using modern teaching methods, assessing the value, advantages and disadvantages of extracurricular forms of work and the level of frequency of such forms of work and the use of technology in teaching the subject content of Natural Sciences and Geography. Statistically significant differences were obtained, indicating that urban teachers are more likely to use technology in teaching subject content of Natural Sciences and Geography than teachers working in rural areas. There were no statistically significant differences between teachers in the frequency of using modern teaching methods and approaches, assessing the value, advantages and disadvantages of extracurricular forms of work and the frequency of performing such forms of work. Researches that determines the ways in which teachers work are extremely important for improving the quality of education. One of the key factors of quality education is the teacher on whom the choice of methods, strategies and forms of work depends.