Objective: This study investigates the barriers preventing female participation in STEM (Science, Technology, Engineering, and Mathematics) education in India, aligning with SDG 5 (Gender Equality). The research aims to identify demotivation factors faced by female students and develop participant-informed recommendations to foster greater female engagement in these disciplines. Method: A qualitative approach was employed, utilizing open-ended surveys, narrative interviews, and focus groups with female students across various educational levels in India. Thematic analysis was conducted to identify patterns and themes related to the barriers and potential solutions for increasing female participation in STEM. Results: The study reveals key barriers, including cultural expectations, gender discrimination, institutional biases, lack of female role models, and social pressures, which discourage women from pursuing STEM careers. Specific challenges such as safety concerns, biased judgments, and limited mentorship opportunities were also highlighted. Based on these findings, several recommendations emerged, including policy reforms, inclusive curricula, gender sensitization programs, mentorship initiatives, and early engagement activities. Contribution: The study contributes to the understanding of gender disparities in STEM education in India by offering actionable insights for policymakers, educators, and communities. It emphasizes a multifaceted approach combining cultural change, policy reform, institutional support, and targeted interventions to foster an inclusive environment for women in STEM. This research aligns with SDG 5 by advocating for strategies that promote gender equity and empower women in traditionally male-dominated fields. Future research should focus on evaluating the long-term effectiveness of these interventions across diverse contexts and disciplines.