Choosing an unsuitable method of delivering material is one of the factors that gives students difficulties in applying concepts in solving mathematical problems. Strong mathematical concepts will help students develop their mathematical thinking skills, including geometric thinking skill. The use of ethnomathematics combined with worked example strategies will make learning more meaningful, and concepts will be stored in long term memory during the learning process. The aim of this study is to figure out the influence of the ethnomathematics approach using a worked example strategy on the geometric thinking skills of seventh grade students. This research falls under the type of quantitative research using a quasi-experimental approach. The study was conducted in an experimental class that received mathematics instruction using an ethnomathematics approach and a worked example strategy and a control class that received mathematics instruction using a direct learning model. According to the findings of the study, the ethnomathematics approach using the worked example strategy had a positive impact on the geometric thinking skills of seventh grade students. However, there is no significant difference in the geometric thinking skills of seventh grade students between the direct learning model and the ethnomathematics approach using worked example strategy. [For the complete proceedings, see ED672804.]