This study sought to examine the impact of dynamic mathematics software, GeoGebra, on university mathematics students' understanding of polar coordinates. A quasi-experimental design with an equivalent group of 42 participants in each group was used. A simple random sampling approach was used to select the 84 participants from the population and a purposive sampling technique was used to assign the participants to the various groups. A t-test analysis was conducted on the pre-test and post-test activities. It was revealed that students who were taught polar coordinates with the aid of GeoGebra performed better than those who were taught with the conventional approach. Analysis of students in the experimental group's responses to the questionnaire showed that they demonstrated positive attitudes and perceptions concerning the use of GeoGebra software in the learning of polar coordinates. It was concluded that GeoGebra is more effective in improving university mathematics students' understanding of polar coordinates.