In recent years, Maker Education has gained popularity in formal education, but the perceptions of pre-service teachers after participating in a maker training program at a university-based makerspace remain to be explored. The purpose of this study is to analyze the acceptance level and the degree of motivation of pre-service teachers towards the maker educational approach. The research assesses attention, relevance, confidence and satisfaction according to Keller's motivational model, as well as the acceptance of the maker approach using the Technology Acceptance Model (TAM). The study focuses on Early Childhood Education pre-service teachers from UPV/EHU (University of the Basque Country) who have been involved in designing teaching and learning plans based on Maker Education. The results show a strong motivation among the pre-service teachers in terms of attention, relevance, confidence and satisfaction towards the maker approach. The study also highlights a high level of technology acceptance. These findings underline the positive impact of maker-based learning methods and suggest that greater motivation correlates with the positive attitudes towards integrating this pedagogy in the future. In light of these findings, integrating innovative maker pedagogy into teacher training appears to be beneficial, as the high levels of acceptance and motivation indicate its potential to equip students with essential twenty-first century skills.