A two year study investigating the state of pre-service teachers' (PTs') (n=224), teachers' (n=18) and students' knowledge (n=123) of Grade 7 geometry (using the van Hiele theory (1986) and acquisition scales of Gutierrez, Jaime & Fortuny (1991)) is reported. Results indicate that both teachers and PTs fail to reach the expected level of geometric thinking and degree of acquisition. A relationship between student learning and the teachers' pre-service education and years of teaching experience seems to exist. Some pre-service preparation programs had no significant impact by either maintaining or positively impacting on the already attained thought levels. Results may hold implications for pre- and in-service training. Features of an improved program are suggested. (Contains 3 tables.)