Visualisation is a necessary ability for students' mathematical education. The appearance of multiple Dynamic Geometry Software (DGS) has a stronger impact each day, and it raises many questions in the minds of researchers. In this paper, we present the findings of our exploratory case study in which a student preferring visual problem solving generally, but with a low spatial ability level, solved a spatial visualisation problem after finishing school lessons of solid geometry. The main objectives were to examine a) the solver's solution (difficulties and impediments) in the paper-and-pencil environment; b) the solver's solution (difficulties and impediments) in the combined use of the dynamic (GeoGebra applet) and paper-and-pencil (Navigation Sheet) environment, and c) whether the combined use of dynamic and paper-and-pencil environment helped the solver to confirm or correct her results and created visual images from the paper-and-pencil solution. The integration of DGS would help the solver promote the creation of correct visual images and the acquisition or the development of her spatial ability. The research findings are interpreted in terms of both the visual image and the spatial ability classification.