The professional and the academic experience in the university allow establishing some of the main learning difficulties shown by students in the area of Structural Geology, many of which are common to geology. First order general difficulties are: the passing from notion to concept and from abstract to concrete both observed in problem solving, particularly during field works. More specific problems arise from using third and fourth dimension, analysis of information obtained from academic texts and scientific papers and the adequate valoration of the importance of field data and its adequate record. These previous elements generate communicative problems which derive, inside and outside of the scientific community, in a lack of understanding about certain geologic phenomena and proposed models. Some partial solutions are presented such as: establishing a clear distinction among ideas, observations, hypothesis, theories, models and their role in the building of the geological knowledge; transmitting to the students about the importance of logical argumentation; insisting on the interrelation with other branches of the geology and other sciences and motivate the role of multiple observations and hypothesis. Practice of the previous elements will help students to move from abstract to concrete and the shock between theory and practice will be diminished. This discussion is intended to motivate and promote the reflexion teachers can make about our work in any area of geology.