In my personal interactions with elementary preservice teachers (EPSTs) at a large Midwestern university in United States, many EPSTs held negative beliefs and attitudes about geometry learning. Although finding ways to help EPSTs change their negative beliefs and attitudes is an important issue, it can be best addressed by first investigating how they are formed. This study sought to document how EPSTs' beliefs about and attitudes toward geometry were formed prior to and during a mathematics and pedagogy course at a large Midwestern university in United States. McLeod's (1989) theoretical framework of influencing one's beliefs and attitudes toward specific action events, and objects--Representation, Discrepancy, and Metacognition--was used to analyze data from two interviews with each of four EPSTs. The results of the analysis confirmed McLeod's framework but also identified a fourth factor, understanding, as playing an important role in affecting EPST's beliefs about and attitudes toward geometry.