This paper is an outcome of using GeoGebra in Nepal's grade ten math curriculum (CDC, 2015). Based on a teaching experiment as one of the research methodologies (Dahal, 2019; Dahal et al., 2019; Dahal et al., 2022a), this paper provides students with active learning environments and the possibility of integrating GeoGebra as an ICT application by documenting the experiences, assessment procedures, emotions, and behaviors, as well as the learning process of eighteen secondary level students (ten boys and eight girls). In this regard, GeoGebra is a computer and online-based application that teaches geometry, algebra, and statistics. GeoGebra's features could help students visualize abstract geometric concepts quickly, correctly, and effectively (Tamam & Dasari, 2021, Dahal et al., 2022a). Theoretically grounded on social constructivism, this paper informs that GeoGebra helps students recall and understand circle terminology, encourages engaged learning through group work, and promotes meaningful learning, conceptual learning, learner-centered teaching, and student motivation. The benefits of using GeoGebra to teach and learn the circle concepts are demonstrated in the experimental classes and reported in this paper. Students become more active builders of the mathematical knowledge of the circle while teaching/learning the concepts of the circle using GeoGebra. It is a crucial ICT tool for supporting innovative approaches to teaching and learning mathematics in the twenty-first century.