Providing an overview of the accumulated scientific knowledge regarding the learning of geometry with dynamic software by pre-service mathematics teachers is currently a pertinent issue in Mathematics Education. The interest in this topic within the field is reflected in the significance attributed to the role of the teacher as a pivotal actor in their students learning. Considering this, we present a systematic review that seeks to understand how the learning of school geometry content with dynamic software has been promoted and studied during pre-service mathematics teacher education. To do so, we have reviewed a group of journal articles, published between 2017 and 2023, following the principles of PRISMA declaration. The results reveal how researchers understand such learning, the pre-service teachers, the teacher educator, the tasks that promote it, and the production and analysis of data. Given these findings, we identify gaps in the research on this topic, among which stand out the view of pre-service teachers as autonomous subjects, the instrumentalist conception of dynamic software, and methodological approaches to data analysis that do not fully consider the role of the body in the act of knowing. These gaps reveal that the promotion of and study of learning of school geometry content with dynamic software have been explored little from sociocultural perspectives. Because of this, we believe it necessary to develop studies regarding learning from theoretical and methodological perspectives that demonstrate pathways for future explorations on the addressed topic and thus allow for the reduction of these gaps.