Van Hiele theory is a learning model which presents different kinds of thought that students may experience when facing with Geometric shapes. It includes different levels from visual encounter with geometric shape to formal understanding of geometric proof. The purpose of this research was studying the effect of modern methods of teaching geometry based on Van Hiele theory on the attitude of high school students. The research sample consisted of a class of second year math students and a class of second year natural science students (as an experimental group) and two more second year math and natural science students of the other high school (as a control group) who were selected through random sampling. To make sure of equality of the classes, students’ grades in math 1 and their raw scores in intelligence tests were used as a covariate in Quatrain processing test. The research tools consisted of Raven test for intelligence, students’ math 1 scores, lesson plan developed based on Van Heile theory, and post-descriptive test of Geometry. The results showed that teaching based on Van Heile theory has a positive effect on the attitude of students. Before applying the independent variable, the groups were the same and there was no significant difference between them according to intelligence and math ability. But after the experimental period, there was a significant difference between their geometry grades that could be due to the teaching method. Based on the findings of this study – that instruction based on Van Hiele theory leads to positive attitude of students toward geometry learning, the use of this model was suggested to high school geometry teachers.