Integrating different science, technology, engineering, and mathematics (STEM) areas can help students learn and leverage both the equipment and expertise at a single school. In comparing graphic communications classes with classes that involve rapid prototyping (RP) technologies like 3D printing, there are sufficient similarities between goals, materials, teacher knowledge, and student outcome to suggest that integration may be fruitful. Although 3D printers and other RP machines might be thought of as being most useful for developing initial product prototypes for manufacturing, using them along with laser cutters/engravers could allow graphic communications students to create professional-looking objects based on digital designs, bypassing all those hands-on craft skills that used to be required for making models. An example of how advanced graphic communications students in a capstone class have used 3D printing and laser cutting/engraving is shared in this article. Although this is a college-level example, graphic communications students at a secondary school can take a similar approach using RP technologies that might be in another lab at their school.