The aim of this study is to determine the effect of activity-enriched geometry teaching methods on elementary school students' perceptions, attitudes and self-efficacy towards geometry. In this context, the mixed method was determined to be the research design. Within the scope of the study, a training process was carried out with 22 students who had completed sixth grade and started seventh grade. As a result of the study, where qualitative and quantitative data collection tools were used, it was concluded that there were positive developments in students' perceptions and self-efficacies, but their attitudes did not change by the end of the training process.