Geometric habits of mind (GHoM) are the approaches that individuals use to solve geometry problems. This study aimed to determine the effect of dynamic geometry software (DGS) in activating the GHoM of pre-service mathematics teachers. The study was conducted with six teacher candidates who were enrolled in a semester-long course titled "Computer Assisted Mathematics Teaching" that entailed a focus on GHoM. In order to identify the impact of the DGS on their GHoM, clinical interviews were conducted with the participants before and after the course wherein they were asked questions relating to each habit. The preliminary interviews showed that, prior to the intervention, the pre-service teachers primarily used the software in the context of the habits of "exploration and reflection" and "visualizing geometric shapes" to find the solution of a given problem. On the other hand, the post-intervention interviews revealed that the DGS supported the habits of "investigating invariants," "reasoning with relationships" and "considering specific cases and generalizing geometric ideas." This paper discusses how the DGS supported each habit.