The research conducted in this work was performed in a classroom of secondary school geometry students. Students were given a series of activities during the course in which they were asked to make conjectures from geometric figures displayed on a computer screen. Some students had the ability to manipulate these figures using dynamic geometry software while other students were given static figures. Both quantitative and qualitative data was collected and analyzed to address several research questions contrasting the student's ability to form conjectures in static and dynamic geometry environments.