This study examined the content changes and analyzed the selection and organization problems in the subject of economic geography at the secondary education level. Furthermore, this research proposed a new strategy in which the learner-centered storytelling and inquiry-based problem solving are combined. The findings are as follows. First, in the composition of the economic geography content, the part relevant to economic activities was subsumed into the economics-related units at the elementary education level, and it is necessary to secure a sequence between the middle school and high school education levels. If the common social subject is developed as an integrated course, the establishment of the sequence is expected to be problematic. The subject of Korean geography has included two-units of economic geography-relevant contents, the subject of world geography emphasizes globalization and movement, and the subject of economic geography has increased its content about tertiary industries. Second, as the problems of the existing economic geography subject, this study argued that the content should be chosen from a learner-centered perspective, the unit title should focus on the key themes, and the approach from the present to the past needs to be adopted. To fill in the gap between the discipline of geography and geography education contents, a new unit name should be used rather than providing specific concepts. Other problems include the fragmentation of contents, the discipline-centered framework, top-down structure, and the necessity of improvement in the regional development part. Third, as an alternative for the economic geography curriculum, this study suggested a strategy of the learner-centered storytelling and inquiry-based problem-solving. The former provided the framework in which the learner “me” and “my nation” play a crucial role. The latter offered a three-step strategy: recognition-question-solution.