The aim of this chapter is to comprehend geographic reasoning processes by examining and contrasting the written arguments of elementary school students and academics in geography concerning the same socio-spatial topic. The analyses employed argument models and patterns as the primary basis, focusing primarily on the structure/form and geographic elements of the arguments. A graphic tool was used to aid in visualizing and structuring the arguments. Discussions revolved around different habitus that arguments can bring forth: the epistemic practices that academics ponder in their arguments and their effects of geography on teaching and learning in primary education.