The current study attempts to investigate whether using multiple diagrams attached to a geometry task could reduce difficulties in the proving process regarding concepts in three-dimensional geometry. Ninety 12th-grade students participated in the study. The research included the use of a questionnaire whose items invited open-ended responses regarding two tasks. Interviews were also conducted with some participants. Qualitative and quantitative analyses were performed. The results revealed a correlation between the students' responses and the number of diagrams they received. Students who were given several diagrams gave more correct responses and correct and complete proofs than students who were given only one diagram presenting several diagrams attached to the proof task reduce the visual obstacles that students face in constructing geometrical proofs. The findings from the interviews support the results from the questionnaires; interviews revealed presenting further diagrams allow students to adapt their proving processes.