Recently, makerspaces have captured the imaginations of educators as resources for transforming school-based learning. Aligning informal making practices with the formal aims of the school curriculum, however, can present challenges. In this article, Philip Nichols and Kurt Salisbury show how educators in two very different contexts -- a suburban middle school math class and an urban secondary humanities class -- empowered student learning by integrating making into their content-area instruction. They also highlight three takeaways for educators interested in bringing making into their own classrooms.