This article explores the levels of engagement that students experience during maker-centered instruction, with a particular focus on students in two secondary STEM classrooms. The authors first define key terms related to making and maker-centered instruction, emphasizing the importance of experiential learning and the maker mindset. The authors then describe the lesson context and discuss how engagement was perceived by students. The article draws on three views of engagement: engagement as a partnership with students, engagement as a multidimensional construct, and engagement as a continuum of student actions. We conclude with implications for promoting student investment in learning through explicit attention to engagement in lesson planning and implementation. The authors highlight the importance of maker education in supporting content knowledge and skill-building while also empowering students to invest in their learning. Ultimately, the article emphasizes the potential for maker-centered instruction to promote active and engaged learning for all students while highlighting the need for the support of student engagement through explicit lesson design and student reflection.