This study examined pre-service teachers' accuracy for geometric constructions with dynamic geometry software, their justification for the accuracy of geometric figures, and their awareness they gained throughout the process. The data come from a sample of 71 elementary grade pre-service teachers activity form completed as a part of geometry course in a large university in Southeast of Turkey. The data were analyzed by using both descriptive and content analysis techniques of qualitative research. Findings revealed that elementary grade preservice teachers' performance for geometric figure construction and their performance for geometrical justification were limited. Furthermore, only very few elementary grade pre-service teachers noticed the differences and similarities for their geometrical constructions when using dynamic software. Results further showed that elementary grade pre-service teachers need more geometrical construction activities on dynamic software environment in order to make accessible them to improve their conceptual knowledge on geometrical concepts.