This thesis provides insights into fieldwork practices in Higher Education Earth Science and how these practices influence students’ senses of belonging and their negotiations of geoscience identities. The work illustrates how the social practice of fieldwork reveals taken-for-granted ideas about students’ engagement in and perception of fieldwork and their possibilities for learning. The thesis’ empirical material in the form of observations and interviews enables investigations of fieldwork practices that go beyond seeing fieldwork as only an inherently ‘good’ teaching method but also as a practice with norms and values of disciplinary culture, as well as tacit knowledge. Furthermore, the work shows how disciplinary practices are negotiated and contested by students on their way to become Earth Scientists, which illuminates barriers for learning and participation.