In recent decades, the field of STEM (Science, Technology, Engineering, and Mathematics) has become a topic of significant interest worldwide. Yet, one of the key concerns in this area is a considerable gender disparity in the number of enrolled students. Accordingly, in the present study, we investigate enrollment patterns and gender distribution across various STEM disciplines at Qatar University. Our specific focus is on undergraduate students in three academic years—namely, 2011–2012, 2019–2020, and 2021–2022, which were chosen because of the changes in student enrollment numbers caused by amendments in the university policies over these years. Using quantitative data analysis, we analyze enrollment trends and compare the representation of male and female students in specific STEM programs. The findings reveal a reversed gender gap in STEM fields at Qatar University. Although cultural norms in Qatar shape career choices by imposing distinct expectations on men and women, the influence and support of families and school teachers play a crucial role in shaping women's attitudes toward and representation in STEM fields. Taken together, the results of this study contribute to the broader discourse on gender equity in higher education.