Broadly speaking, the maker movement is characterized by people who engage in the construction, deconstruction, and reconstruction of physical artifacts, and who share both the process of making and their physical products with the broader community of makers. There is growing sentiment that elements of the maker movement have the capability of positively impacting student outcomes in K-12 environments. This study reports on the extent to which teacher education programs in the United States have begun to integrate maker principles and technologies, and explores the factors which contribute to their decisions to include or not to include maker elements into their programs. Results indicate that approximately half of teacher education programs have at least some opportunities for undergraduates and graduates to learn about teaching and learning with maker technologies and principles, and there is desire among programs to increase these opportunities, as well as their maker technology infrastructure. There is less institutional-level interest in supporting research agendas related to maker education, however. Therefore, this study calls for a corresponding increase in research on the role of maker principles and technologies in teacher education.