This study reports on the development, validation, and reliability of a geometry disposition scale (GDS) to measure pre-service teachers' (PSTs') attitudes to geometry learning. PSTs from two Colleges of Education (CoEs) in Ghana volunteered to participate in the study (N = 153). A principal component analysis (PCA) extracted four factors: deep affect (positivity expressed towards geometry learning), working privately, collaborative working and technology or calculator use. The final GDS contained 15 items. While validation is still not fully tested, the psychometric properties to-date suggest the GDS has promising benefits in measuring PSTs' attitudes to geometry learning, which may enable the adjustment of the teaching of geometry accordingly.