This study aimed to understand how geometric concepts were integrated into jokes and which contexts were preferred in the jokes. For this purpose, pre-service teachers were asked to write jokes related to geometry at the end of a Geometry course and 41 written documents were included in the data set. The data were analyzed through content analysis in a qualitative data analysis software called MAXQDA (VERBI Software, 2019). The geometric concepts used by the pre-service teachers included polygon, line, angle, circle, point, ray, line segment, plane, diagonal, edge and disc. The most frequently used geometric concept was polygon. Among th epolygons, pre-service teachers mostly used the triangle and addressed various aspects of a triangle such as triangle types, properties of triangles, auxiliary elements and concepts related to the triangle. For the contexts, the pre-service teachers mostly preferred personification, assigning human qualities and attributes to geometric concepts in the jokes.