The Theory of Reflexivity is used to consider whether Geography is understood to be enabled or constrained within the key learning area (KLA) of the Humanities and Social Sciences (HASS) or within the subject grouping of Science, Technology, Engineering and Mathematics (STEM). A positioning of key terms including Geography, HASS and STEM opens the discussion, and an overview of the theoretical framework that underpins the Theory of Reflexivity follows. Properties that emerge from this theoretical framework provide a structure for exploring the enabling and/or constraining influences of policy and praxis in response to understanding where Geography is situated amongst other subjects. Ultimately, there are many points to consider and this article touches on only a few. The article also provides a personal account and opinion drawn from my lived experience as a Geography educator and curriculum developer. Evidence suggests there is no definitive 'one-size fits all' answer, although drawing from personal experience it can be concluded that Geography is both enabled and constrained within HASS and STEM. It is also reasonable to suggest that Geography provides a bridge between HASS and STEM. Whether Geography is enabled or constrained more within HASS or STEM is related to the influence of Reflexivity and its emergent properties upon each practitioner and educational context, as well as ones' willingness to act upon such influences.