Through a landscape analysis and content analysis, this study investigated informal Science, Technology, Engineering, and Mathematics (STEM) education funding and evaluation policies. The primary objectives of this study were to identify informal STEM education funding organizations, and to examine funding priorities and evaluation policies amongst these organizations.Findings suggest that informal STEM education is a visible part of the STEM education funding landscape, supported by large funding organizations. Funders are specific about the audiences they serve and the types of effects they wish to support, aspects possibly motivated by self-interest. Though funders vary on how they describe their grantmaking and their interests, many detail a commitment to diversity, equity, access, inclusion, and/or justice (DEAIJ). Organizations committed to DEAIJ were more transparent with their evaluation policies. However, evaluation policies were not clearly detailed by most funders and few organizations specified monetary support for evaluation in their grantmaking. This study explored informal STEM education funding priorities and evaluation policies in order to make them more transparent and accessible, opening avenues for advocacy and for practitioners, evaluators, and funders to improve their practices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]