Achievement in mathematics, particularly in geometry, remains a persistent challenge in Ghanaian Senior High Schools. Reports from the West African Examinations Council (WAEC) indicate that many students struggle with circle theorem, with a significant number either skipping related questions or attempting them unsuccessfully (WAEC Chief Examiners’ Reports, 2009–2017). These recurring difficulties suggest that the issue extends beyond student effort to teaching methods and conceptual understanding. In response, educational technology has been proposed as a means to enhance learning by promoting visualization, supporting logical reasoning, and actively engaging learners (NCTM, 2000; Bos, 2009). GeoGebra, in particular, offers an interactive environment that integrates geometry and algebra, enabling students to manipulate figures dynamically, observe patterns, test conjectures, and gain a deeper understanding of abstract concepts (Hohenwarter & Preiner, 2007). This study investigates the effects of GeoGebra-supported instruction on senior high school students’ achievement in circle theorem, highlighting its potential to improve both comprehension and performance.