Exemplars of geographical concepts are perceptually less accessible than are exemplars of those concepts which have usually been studied with young children, such as fruit, vehicles, or animals. This study explores the way in which children from late preschool age into second grade develop an adult-like concept of "town/city" (same word in German) and "country". Altogether 205 children participated, 114 six-year-olds from preschools, and 45 seven- and 46 eight-year-olds from grades 1 and 2. They were asked to name as many other cities, and as many other countries as they know. In accordance with our hypotheses, the children reported only few exemplars of geographical concepts, two countries and one city in average. There was only little increase in the number of different nominations between preschool and school, and hardly any increase from grade 1 to grade 2. The correctness of nominations, however, increased significantly. The concept of "country" appeared to be easier that that of "city", as an analysis of nomination errors showed. It seems that both concepts differentiate from a more global geographical concept with "country" preceding "city".