Physical Geography is a core compulsory course for geographic science majors. At present, there are substantial discrepancies in the scheduling of this course among domestic universities, with a wide span of teaching semesters and frequent revisions to training programs. Taking undergraduate geographic science majors as the research object, this study adopts a combined qualitative and quantitative approach. Based on the sorting of training programs and survey data collected from teachers and students, it explores the advantages and challenges of off ering the course in diff erent academic years. The study shows that scheduling the course in the lower, middle and upper grades each has its own applicable characteristics. Meanwhile, practical problems exist such as insuffi cient diff erentiated teaching by instructors, students’ vague understanding of the course positioning, repetitive teaching content for senior undergraduates, and inadequate implementation of advancedlevel teaching. The fi ndings of this study can provide a reference for universities to optimize the teaching schedule of Physical Geography, improve the curriculum system, and elevate the undergraduate teaching quality of geography majors.