This article considers the epistemological consequences of interdisciplinary, collaborative pedagogy through the lens of a practitioner whose goal is to theorize and contextualize her practice. The author traces connections between interdisciplinary pedagogy and the idea of Making or makerspaces. Giving in-depth examples of interdisciplinary, integrative, project-based collaborative activities that have an affinity to the concept of Making, the author concludes by suggesting some important epistemological consequences of a "Maker Pedagogy."