This study was carried out to determine the relationship between 5th, 6th, 7th and 8th grade middle school students’ perceived school experiences and attitudes towards geometry in the Southeastern Anatolia Region. The study also explored middle school students’ perceived school experiences and attitudes towards geometry based on various demographic variables. The study, which was carried out using the relational screening model, was conducted with 607 middle school students selected by convenient sampling method. “Personal Information Form”, “Scale of Attitude towards Geometry” and “Perceived School Experiences Scale” were used as data collection tools in the research. A moderate, positive and significant relationship was found between perceived school experiences and attitudes towards geometry as a result of the findings obtained in the research. Students’ attitudes towards geometry were at “moderate” level and it was concluded that their attitude scores towards geometry significantly differed according to their achievement scores. In addition, students’ perceived school experiences were at “high” level; differing based on gender and achievement scores. It was concluded that as the students' positive school experiences increased, their attitudes towards geometry increased as well. The research is unique in terms of determining the relationship between perceived school experiences and attitudes towards geometry.