A growing literature points to the importance of classroom social climate as one of the determinants of students' academic performance and motivation, engagement, participation, and attitude towards school and teaching. However, little attention is given to social climate in the context of the mathematics classroom as a learning environment, with studies providing only insights into its specific aspects. The present study addressed these problems by investigating classroom social climate in the context of geometry lessons in Grades 3-6 with the goal of providing comprehensive insight into students' perceptions of their geometry classroom climate by identifying its psychosocial aspects. In total, 114 primary-grade students participated in the qualitative cross-sectional study. To capture students' perceptions of their geometry classroom, participant-produced drawings were used as a research method. These were analyzed using qualitative content analysis. The results reflected a teacher-centered image of a geometry learning environment which was driven by frontal work with a broad spectrum of participatory activities, but with very little student-student communication. Additionally, the lesson goals were transparent which were supported by using different teaching tools and materials. Lastly, the lessons were organized in an orderly manner. The findings offer potential opportunities for educators to plan and implement effective pedagogical strategies at the university that would reflect the teaching practices conducive to geometry learning. Likewise, the research method can be used in classroom learning environments as a tool to promote a dialogue between students and their teachers.