According to the principles of the National Council of Teachers of Mathematics [NCTM, 2000], teaching mathematics needs well equipped teachers in terms of knowledge because of its complex structure. Moreover, teachers' knowledge and technology are an important issue to build up and enhance students' learning. Qualified teachers should know how and why students learn, and how to organize and teach their lessons. Therefore, the aim of this study is to examine pre-service elementary mathematics teachers' perceptions of technological pedagogical content knowledge (TPACK) regarding geometry. The relationships among the components of TPACK and the possible gender and year of enrollment differences related to TPACK components were also examined. In order to collect data, a questionnaire was developed taking into consideration many related studies from the literature. Pre-service elementary mathematics teachers' perceptions of TPACK related to geometry were found to be moderate. In addition, significant correlations between the components of the TPACK framework were detected via correlational analysis. In terms of gender, results revealed that male pre-service teachers had higher scores than females in three components of TPACK, namely technological pedagogical knowledge, technological knowledge, and technological pedagogical content knowledge. The comparison of junior and senior students revealed that although the difference is not significant, senior participants seem to be more competent than junior participants in TPACK dimensions.