This action research study explored crucial components of play-based learning through a researcher created survey and through an analysis of six elementary and six secondary teacher participant responses. The study also investigated maker education through analysis of a portion of survey results from fourteen university students through a study taking place at Point Park University and the same portion of maker education survey questions were compared to responses from the teacher participants from this study. The constructionism theory, along with an emphasis of Montessori, Froebel, Malaguzzi, and High/Scope, formed the basis for this research study and the emphasis on play-based learning and the possible benefits for both elementary and secondary students. After extensive play-based learning and maker education research; and analysis of survey results to develop themes for the corresponding research questions from this study, the researcher developed an educator model for effective play-based learning and an instructional framework for guiding play-based and maker education learning in an elementary and secondary classroom. After sharing the model and framework with teacher participants, the researcher then reflected on feedback from the teacher participants to gain further insight into the ways the educators would utilize each tool. The impact on leadership and recommended next steps for other leaders hoping to advocate for play-based learning and maker education conclude this action research study. [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.]