The purpose of this qualitative research project was to explore the perceptions, practices, and roles that a team of six (6) preservice teachers developed regarding make-based learning, which is informed by constructionism and teaching students with emotional and behavioral disabilities. Participants were students in a seminar course that involved weekly clinical visits to the makerspace inside a separate public school for students with exceptional emotional and behavioral needs. They also spent one afternoon per month designing and carrying out projects in a university makerspace. Data included written observation forms and written assignments, spoken narratives through individual interviews, and photographic evidence of the artifacts that participants created in the university makerspace. Three common themes emerged across participants: (1) making connects to social-emotional learning, which can benefit students with EBD; (2) time in school reserved for the makerspace should not be overshadowed by library visits or other activities; and (3) using evidence-based practices is not the only pathway to finding "what works"