Abstract: Although proof and reasoning are seen as fundamental components of learning mathematics, research shows that many students continue to struggle with geometric proofs. In addition, there is limited research on the link between the teaching and learning of proof. Our research focuses on aspects of the classroom microculture, teacher’s pedagogical choices, and how these may impact student proof-construction ability in geometry. We present quantitative and interview data that highlight students’ strengths and weakness with various aspects of formal proof. Analyses of classroom episodes illustrate some of the social norms, sociomathematical norms, and classroom practices that may influence student proof-construction ability. Although, teacher’s choices helped students develop an appreciation of the importance of diagrams and attention to detail, aspects of the pedagogy leave students ill-prepared to formulate logical arguments on their own.