This study explores the role of visualization in the proving process of Euclidean geometry problems in a grade 11 Mathematics class. The study investigates whether visual representations form an integral part of proof. This study is conducted within the interpretative paradigm and uses Mudaly�s (2012) adaptation of Kolb�s Experiential Learning Theory as a data analysis tool. Five randomly selected mathematics grade 11 learners from a mathematics class were given two Euclidean Geometry activities to complete. This research was conducted in the second school term but the activities were based on a theorem that according to the grade 11 Mathematics work schedule is planned to be taught in the third school term. The data gathered from this study showed that the majority of the learners in this research regarded diagrams as being a significant part in proof. All participants revealed that they felt that diagrams were helpful in efficiently solving geometric problems. The research also disclosed that although learners seem to value the use of diagrams in proving of geometric problems, they have insufficient experience in sketching their own diagrams.

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