The aim of this study is to investigate students´ conceptions of causes, processes and consequences of earthquakes in relation to plate boundaries. We also focus on students´ conceptions of earthquakes in relation to society, and why some societies are more affected than others. Data consist of 134 written responses on two assignments from the Swedish national test in geography with 12-13 year old students. The responses were sampled and then analysed using content and thematic analysis. Results show that the majority of students relate earthquakes to convergent boundaries rather than to divergent or transform boundaries, holding alternative conceptions on the processes involved. Furthermore, students often describe different geological events such as tsunami and volcanoes, but rarely explain where and how earthquakes occur. The results also show that many students have developed a geographical relational understanding on why consequenses of earthquakes are more severe in poor countries by addressing socioeconomic processes including weak buildings or lack of preparedness related to poor economy, whereas some students hold alternative conceptions relating earthquakes in poor countries directly to a general increase in heat, proximity to the equator, or presence of plate boundaries in only poor countries. We believe these finding will help provide insights for teachers when designing classroom instruction aiming at changing alternative conceptions and strenghtening scientific understanding.