Makerspaces have the potential to improve the learning outcomes of students in both middle and high schools. They support science, technology, engineering, arts, and mathematics (STEAM) style initiatives, as well as promote natural creativity among students who tend to struggle in expressing it. This study aims to gain significant insight from professionals who are involved in the Makerspaces movement within STEAM secondary education. The findings of the study highlight the critical strategies, effects, and issues behind the implementation of Makerspaces in support of STEAM education at secondary schools. These findings suggest that, for instance, Makerspaces provide students who struggle with school with a means to demonstrate their true knowledge in a way that appeals to them. In addition, in order to utilize Makerspaces properly and effectively, secondary school teachers need professional development experiences that are specific to their needs.