This study investigated the attitude towards, as well as the level of understanding of Euclidean geometry in
pre-service mathematics education (PME) students. In order to do so, a case study was undertaken within
which a one group pre-post-test procedure was conducted around a geometry module, and a representative
group of students was interviewed before and after the module to discuss their experiences of learning
geometry and to analyse their attitudes towards the subject. The Van Hiele Theory of Levels of Thought in
Geometry was used as the theoretical framework for this study. The geometry module offered did change
the students’ attitude towards geometry, but still did not bring about a sufficient improvement in their level
of understanding for these students to be able to teach geometry adequately.