In many of the world's curricula, as well as in Croatian education, the amount of geometry related content has been decreasing in recent decades. Although geometry is extremely important in Mathematical education, not only beacuse of its long tradition and the scope content, but also because it benefits children in developing different abilities. Still, arithmetic is more present in education than geometry. In this paper the educational process and its constituent parts, its effect on the geometry teaching were analysed. Croatian documents, Wittman's fundamental ideas that construct these documents and determine the geometry content in schools and levels of geometry thinking were presented. Clssroom climate, the types of instruction that affect the acquisition of geometry were decribed as well. The students' conception of geometry was studied by analysing students' drawings, with the focus on fundamental ideas, classroom climate and its elements to see which are included in classrooms. In this research, 57 drawings collected from the same school were analysed. Results show that students preceive geometry as plane figures and geometric properties but also they are showing the aquisition of content prescibed for that grade. Although the classroom climate is positive, it is more teacher oriented than student oriented visible from frontal teaching, frontal seating arragement, with the teacher setting out the content which makes the students inactive. Given results could help teachers to see the students' perception on the classroom conditions and may help them to focus on the elements which could be improved and upgraded to make the more student-oriented classrooms.