This paper shares findings from the first of its kind quasi-experimental mixed methods study exploring the potential impacts on teacher instruction through engagement with making and e-textiles. Because engagement in hands-on inquiry has demonstrated strong promise for increasing student interest and engagement in STEM careers, finding curricular approaches that engage students in project-based learning remains important. As such, the Maker Movement and making has gained traction as a possible effort to improve such outcomes. This study shares outcomes from analyses of one teacher's first engagement with teaching eighth-grade science through e-textiles. Four of his classes were taught using his traditional science curriculum while four of his classes were taught with an equivalently designed e-textiles curriculum. Findings indicated that his instruction during e-textiles classes was different in terms of classroom discourse opportunities and engagement. Specifically, students taught in classes with e-textile were afforded more opportunities to engage their own questions with the teacher and engage on a more personal level with him.