Location, where geographic elements interwork spatially and dynamically, has been one of the enduring themes in geographic studies. There are a number of location theories to explain why things are located where they are. Alfred Weber's location theory stresses that the least cost of delivering products is a key factor in location selection, and that industries seek to locate where transport cost is the cheapest (Weber 1909; Krugman 1998). August Lösch's work further advances that business location is defined by maximum profit rather than the least cost (Lösch 1954; Webber 1969). Allan Pred, one of the leading humanist geographers, embraces that the quality of and the ability to use information are the key to location decision (Garret and Kris 2000; Pellenbarg 2013). Smith's framework suggests that business activities tend to locate at what he conceptualizes as spatial margins, within which revenues are greater than costs (Smith 1966; McDermott 1973).These theories might stay in students' brains as stubborn facts if students are not provided with an opportunity to inquire, validate, or experience the connection and relation of the theories with their daily lives. Thus, to effectively teach geographic locations, it may be better to create a context to enable students to generate, experience, or form these theories. To reach the effect, the geography teacher in this study tried to transfer from solely in-class teaching to the integration of in-class teaching with out-class field inquiries because students' exposure to field studies have multiple advantages, such as the fusion of theoretical and practical concepts, the geographic learning through sensory experiences, more profound understanding, and the nurturing of affective abilities (Clark 1996; Kent, Gilbertson, and Hunt 1997; Walcott 1999; Gerber 2000). Moreover, exposing students to field studies can be considered a form of doing geography that is beneficial for fostering higher order thinking as well as integrating "geographic perspectives, geographic knowledge and geographic skills" (William 2009; Geography Education National Implementation Project 2012, 13). In this article, the authors describe how the geography teacher encouraged students to find the underlying factors determining business locations and to assess the location theories through their field investigations of business shops and stores' locations.