This article studies the process of forming a toponymic competence in geography teachers and analyzes the inconsistency of the techniques of forming this competence in students. Methods of research: analysis of the theory and practice of geographic education in terms of the research objective, conceptual modeling, summative-formative assessment. Toponymic competence comprises skills in working with geographic nomenclature as well as a motivation and activity components. A multidimensional model of the process of forming a toponymic competence represents it as a network of technological elements.