The diploma thesis examines how global regions are taught, with a particular focus on the teaching of Africa, within geography and social studies education in Waco, Texas, in the United States of America. The aim of the thesis is to analyze how teachers approach the world and regional geography education, how their instruction is shaped by the Texas Essential Knowledge and Skills (TEKS) curriculum framework, and how Africa is represented and interpreted in classroom practice. The research employs qualitative data collection conducted in several middle schools and high schools in the city of Waco. Data are gathered through semi-structured interviews with teachers and through an analysis of educational materials and textbooks commonly used in subjects focused on world and regional geography. Special attention is given to how teachers address culturally and historically sensitive topics such as colonialism, slavery, and race relations when teaching about Africa. The findings are expected to provide deeper insight into teachers’ attitudes, instructional approaches, and challenges encountered in teaching global regions in the United States. The study contributes to ongoing discussions on the development of global literacy, curriculum design, and the decolonization of geography education in the United States, which differs substantially from global regions education in Czechia.