This study evaluates student participation in field and laboratory components of geoscience and environmental education courses in Southeast Nigeria. Given the critical role of experiential learning in geoscience education, this research aims to assess how effectively students engage with hands-on activities that enhance their understanding of geological and environmental processes. The evaluation involved a mixed-methods approach, incorporating quantitative surveys and qualitative interviews with students and instructors across multiple institutions. Key metrics included attendance, active participation, and student perceptions of the relevance of field and laboratory experiences to their academic and professional aspirations. Findings indicate that while students demonstrate high levels of enthusiasm and engagement during field excursions, participation in laboratory sessions is often limited due to resource constraints and logistical challenges. Moreover, students reported that field experiences significantly enhanced their practical skills and contextual understanding of theoretical concepts, whereas laboratory activities were sometimes perceived as less impactful. The study highlights the need for improved resources and infrastructure to foster deeper engagement in laboratory settings and underscores the importance of integrating field-based learning into the geoscience curriculum to better prepare students for future careers in environmental science and related fields. Recommendations for enhancing student participation and overall educational outcomes are provided, including the development of partnerships with local industries and environmental organizations to create more immersive learning opportunities.