The underrepresentation of women in Science, Technology, Engineering, and Mathematics (STEM) continues to pose challenges globally. This study investigates factors influencing interest and participation in STEM subjects, emphasizing the role of gender, age, learning methods, tutoring, and resource access. Using a descriptive research design, the study gathered data from 202 students (102 male and 100 female) in Darul Musyid boarding school, Medan. A stratified random sampling method ensured gender balance and representation across grades. The research utilized an open-ended questionnaire, complemented by demographic data, to explore students' STEM-related experiences, learning methods, access to resources, and the influence of tutoring. Responses were analyzed using data visualization techniques. The results show that gender disparities, rooted in societal norms and stereotypes, significantly affect female participation in STEM, highlighting the need for equitable interventions. Age impacts STEM engagement, with younger students exhibiting more flexibility in subject preferences, while older students face societal and peer influences on academic choices. Learning methods, particularly active and experiential approaches, enhance engagement and inclusivity, especially for underrepresented groups. Tutoring emerges as a critical factor in bridging self-efficacy gaps, disproportionately benefiting female students. Finally, access to STEM resources significantly influences academic outcomes, underscoring the importance of equitable resource distribution. These findings provide actionable insights for fostering equity and inclusivity in STEM education.