Place is often seen as a location of meaning. But whose meaning fills the location? Who defines meaning? What kind of meaning do we seek? These questions inadvertently call on place-based education to reflect on the often-unexamined meaning of place prevailing in the field. This paper draws substantially on the work of critical feminist geographies and the author's own experience as a transient woman of colour to explore the diverse thoughts on and framing of place and to reveal how place is conceived, perceived, and lived through interrelated place anchors. The paper proposes this framework of place anchors in hopes that educators will have an entry point to critically reflect on and understand place as they/we engage in various place pedagogies.