This study details research investigating teachers’ views about the difficulties of teaching Euclidean geometry using GeoGebra software. The theoretical framework underpins the study, which is the Technological Pedagogical Content Knowledge model of TPACK. Teachers' professional knowledge can be documented and studied using the TPACK theoretical framework. TPACK is the foundation of effective teaching and comprises technology, pedagogy, and content. The study employed a qualitative methodological research approach with a case study research design to gain in-depth knowledge of how GeoGebra can be used to enhance the teaching and learning of Euclidean Geometry in Grade 11. Four Grade 11 mathematics teachers participated in the study. The instrument used for the data collection was an open-ended questionnaire for the teachers teaching Euclidean geometry in Grade 11. The researcher trained the teachers on how to use the software to teach Euclidean for a week. The questionnaire was given to the teachers and collected after a few days. The data was analyzed using thematic data analysis. The findings show that teachers have difficulty using this software because it is time-consuming. In addition, insufficient technology infrastructure and resources hinder the integration of GeoGebra software in the teaching of Euclidean geometry. The study suggested that teachers must develop and train in integrating the software in their classes to enhance teaching and learning.

Keywords: Euclidean geometry, teaching, and learning, professional development, GeoGebra software, planning lesson, Technological Pedagogical Content Knowledge (TPACK).