The Virtual Maker Workshop Series was designed to explore how participants' conceptions of learning might change through the course of a professional development experience in a makerspace. Grounded in research on teacher professional development and the use of makerspaces in education, the 15-hour workshop series engaged five multidisciplinary inservice teachers in several activities centered around using metaphor as a mechanism to explore their thinking about the concept of learning. This manuscript describes the Virtual Maker Workshop Series in a qualitative, exploratory manner. Research literature from the fields of constructivism, experiential education, making, makerspaces, and teacher education are brought together to offer a comprehensive picture of the affordances and constraints of making and makerspaces for engaging teachers in professional development. The study sought to answer the research question: How do inservice teachers' conceptions of learning change over time through participation in a virtual makerspace workshop series? Data collected through this study suggest that making and makerspaces can have a measurable impact on the way in which teachers' conceptualization of learning changes through experience and collaboration. Five themes emerged in the corpus of data: Collaboration, Growth Mindedness, Teacher as Learner, Making as Change-Agent, and the Cyclical Nature of Learning. These emerging themes are discussed, and implications for teacher education practice are explored. Suggestions for changes and enhancements to similar teacher professional development are offered to the field for consideration. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]