This study aims to examine the change in the self-efficacy beliefs of secondary school students towards geometry after a specific pedagogical practice and investigate their views on the learning process and learning environment. In this approach, students engaged in activities that helped them connect their theoretical geometry knowledge to real-life situations. The students were required to actively participate in these activities such as taking pictures of geometric shapes they encounter in their daily lives and sharing them in a closed social learning environment with the appropriate tags. The research was carried out using the case study method. Various qualitative and quantitative data were collected through multiple record sources. Quantitative results show that the students' self-efficacy beliefs towards geometry were significantly higher after the pedagogical practice. Qualitative analyses were carried out to reveal students' perceptions of mathematics courses, their perceptions of learning activities, their views on the reflection process, their general evaluations, and the problems they experienced as a result of the learning experience. It was seen that the learning experience and learning environment were generally evaluated positively by the students and various contributions were expressed.