This paper is based on data gathered in a study conducted during the 2015 school year, in a reputable Israeli high school experimenting project-based learning (PBL) as part of an innovative pedagogy for the information age. The overall research goal was to investigate the teachers' views of PBL and the ways by which these views have changed following the experience of designing, teaching, and evaluating PBL activities. Among the results, one noticeable theme has crystallized throughout the qualitative analysis: our participants felt excited about their in-school experiences with PBL, and expressed their enthusiasm and satisfaction repeatedly. The focus in this paper is therefore on the emergent theme of "excitement" and on its links to the realm of "making". [For full proceedings, see ED571332.]