To date, there has been a wealth of research on participation in science, technology, engineering, and mathematics (STEM) fields, but most research focuses on the implementation of programs and whether these programs work. Such research can be expanded and enhanced by considering geographic perspectives on participation in the STEM fields and by examining the factors that prevent participation in these fields. In this paper, we seek to examine geographic perspectives to broadening participation in the STEM fields in two ways. We first conduct a literature review on the geographical understanding of barriers and facilitators of higher education that encompasses underrepresented populations in STEM fields. Second, we present a case study that catalyzes geography and seeks to broaden participation in the STEM fields. Both the literature review and case study show the significance and the role played by place-based factors and approaches, spatial thinking and inquiry-based learning, and environmental education and civic engagement work in helping advance the science of broadening participation in STEM fields.