In this study, the authors examined juvenile offender experiences in Project Tech, a research-based educational pilot program to teach socially responsible serious game development at a major Midwest university's Games Lab. Using open-ended interviews, learner feedback surveys, and learner journaling during the program, the researchers examined two questions pertaining to: (a) learner motivation, engagement, and meaning making; and (b) program feedback and critique to elicit program improvements as part of an iterative process. Responses were analyzed using inductive textual analysis and content analysis. Several learner themes emerged: game development as motivation, discovery learning (i.e., learning game development skills through trial and error) as engagement in game development, and meaning-making through designing games to teach a social issue. The authors link these findings to the research questions and implications, discuss discovery learning as it pertains to juvenile delinquency interventions, and identify new questions for the ongoing pilot program.