Due to the growing interest in the integration of ethnomathematics in mathematics education, we undertook a systematic literature review and bibliometric analysis of research on the incorporation of ethnomathematics in geometry teaching from 2011 to 2021. The search for 37 relevant research articles was done on Google Scholar, Scopus, and by hand search of some key journals. Data retrieved were analyzed descriptively by using Excel and NVivo. The findings showed that literature on ethnomathematics in teaching geometry is mainly produced and consumed in Indonesia, Zimbabwe, Nigeria, and Israel. Also, the findings revealed that the research topics/themes addressed by literature on ethnomathematics integration in teaching geometry can be grouped into five themes: views, practices, effects, challenges, and development of competence. Most of the studies conducted in this area employed ethnography. From the present study, it was observed that the number of research article publications relevant to the present study has increased exponentially, especially from 2018 to 2021. Therefore, it is our belief that this review will aid in the creation of systematic review procedures and reviews that are specifically concerned with the incorporation of ethnomathematics into geometry instruction.