The field of geographic information systems (GIS) has been exclusively associated with positivist epistemological perspectives and quantitative research methods. In a deliberate effort to move away from false notions of objectivity and neutrality, this article proposes the Chicana/Latina feminist GIS methodology of Platicando y Mapeando. By drawing on critical raced-gendered epistemologies and the Chicana/Latina feminist methodology of pláticas, the use of GIS is transformed into a collectivist endeavor that depicts embodied and situated knowledges for social justice. Additionally, the methodology of pláticas is itself transformed in that dimensions of space and spatiality are forefronted. This article outlines five principles of a Platicando y Mapeando methodology and provides a case study of the college (in)opportunities available to rural Latinx youth from California's San Joaquin Valley to illuminate the significance of this methodology for researchers interested in interrogating the intersections of race, gender, space, and educational (in)opportunity.