This study examined the Van Hiele geometric thinking levels attained by Year Three Senior High School students in the Asante Akim South Municipality of Ghana. A quantitative descriptive cross-sectional design was adopted. A total of 320 students were selected using purposive and proportionate stratified random sampling. Descriptive statistics were used to analyze the data. The findings revealed that 110 students (34.38%) attained Level 1 (Visualization), 140 students (43.75%) attained Level 2 (Analysis), and 70 students (21.88%) attained Level 3 (Informal Deduction). The study adopted the numbering convention in which the first Van Hiele level is designated as Level 1 rather than Level 0. No student attained Level 4 (Deduction); consequently, Level 5 (Rigor) was also not attained. The mean Van Hiele geometric thinking level was 1.875 (SD = 0.741), indicating that the largest proportion of students operated at the Analysis level. The findings underscore the need for instructional approaches that promote students’ progression to higher levels of geometric reasoning.
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