Three-dimensional dynamic geometry software has the power to enhance students' learning of spatial geometry. The purpose of this research is to clarify what potential using three-dimensional dynamic geometry software can offer us in terms of how to develop the spatial geometry curriculum in lower secondary schools. By focusing on the impacts the software can have on students' ability to visualise and have an active perspective towards geometry, we can find six potential effects through which we might enhance students' learning, as follows: Expanding the range of content in the spatial geometry curriculum. Clarifying the connection between different units of school mathematics. Strengthening the correspondence between mathematics and the real world. Making the constructing and observing activity more dynamic. Making the explorative activity more productive. Making the proving activity more sophisticated. The first three are related to the mathematical content to be learned, and the latter three are related to the intended mathematical activity. (Contains 6 figures.)