Questions investigated in this study deal with relationships between map problem difficulty and students' acquired level of intellectual development, the effects of sequential mastery of map concepts, and the optimum age to introduce certain map concepts in the geography curriculum. In the main investigation, which covered varied selected, representative schools in the London, Nottingham, and Gloucester areas, boys and girls ages 8 to 15 years were tested in two groups. Group A were given the "shorter test" comprised of six scale questions and six composite questions, and B were given the "full test" comprised of composite questions on each of several maps. Among the suggestive results are: 1) eight year olds can understand conventional signs and direction questions; 2) the visualizing of relief from contour lines, the use of grid reference systems, and teaching of the location of individual buildings can be introduced at the age of about nine or ten; 3) more difficult problems such as understanding of scale, require the pupil to be 11 plus. Students need to be fourteen or older to interpret physical features and to discuss settlement problems. (SJM)