Teaching nature and society is a compulsory subject in primary school. The contents of the course are complex because they include the contents of natural and social phenomena, so teachers must organize comprehensive classes for students. The methodologists emphasize that it is especially important to apply the principle of nativeness in the teaching of nature and society. The topic of this paper, entitled Nativeness in the Teaching of Nature and Society, was to investigate the extent to which primary school teachers apply the principle of nativeness in the teaching of nature and society. The theoretical bases of the subject nature and society and the theoretical bases of the principle of nativeness in the teaching of nature and society are presented. From the Curriculum for primary schools and the Curriculum for the subject of nature and society, topics and concepts related to the principle of nativeness are listed. A survey was also conducted to examine the extent to which primary school teachers from the territory of the Republic of Croatia use the principle of the nativeness in teaching nature and society. The aim of the study was to examine whether there are differences in the application of the principles of nativeness with regard to years of work experience, whether the teacher works in the region in which he was born, whether the teacher works in rural or urban areas throughout the Republic of Croatia. Textbooks of nature and society in accordance with the principle of nativeness with regard to the work experience of teachers. 226 examinees, primary school teachers from the Republic of Croatia, participated in the research, and the results show that the principle of nativeness is not applied equally to the entire territory of the Republic of Croatia and that there are differences in the application of the principle with regard to years of work experience.