In this commentary, I build on recent interdisciplinary models for embodied cognition with additional perspectives from affective neuroscience, educational psychology, creativity theory, and science education. I invoke William James and John Dewey, pioneers of an embodied philosophy of mind, alongside recent affective neuroscience theory about the role of bodily emotional response in learning. I present educational implications of the need for meaning making through body-mind and affective interaction with a social learning environment. I reformulate the problem of learner engagement in school to look beyond the need for autonomy, belonging, and competency to include the need for creative meaning making in learner engagement. To provide context, I explore the experience of adolescent students using a drama-based pedagogical tool to learn an abstract science concept. This example illustrates how embodied, creative learning rich with metaphor shapes meaning making in science learning. I conclude by elaborating further on a proposed model of creative engagement.