Over the past decade, makerspaces have increased in popularity all over the globe (Lou & Peek, 2016) and their addition continues to be a popular trend in the K-12 educational space. In the K-12 environment, the decision to implement a makerspace frequently consists of finding, repurposing, or building a suitable space, and outfitting it with the latest technology trends with the anticipation that 'if you build it, they will come.' As a director of a makerspace, my experience is that integrating curriculum across disciplines, or creating pedagogical goals for the makerspace, frequently becomes a priority after the space is designed and the equipment is ordered. This poses a challenge for all stakeholders and accounts for a problem in practice that needs to be addressed. This qualitative study utilized a phenomenological approach inspired by Kurti, Kurti, and Fleming's (2014) philosophy of educational makerspaces to understand the perspectives and experiences of makerspace leaders at independent schools (9-12). In addition, the study explored what challenges and opportunities directors face when designing, implementing, and managing makerspaces centered around design thinking and learning by-doing. Data was collected via a demographic survey, interviews, artifacts, and a researcher journal. The data was analyzed using first-cycle codes and coding followed by second-cycle coding with pattern codes (Miles, Huberman, & Saldana, 2014). The findings from this study will inform the development of a framework for Maker Education in independent schools (9-12) and contribute to the growing body of scholarship about Maker Education in K-12 education. Several themes emerged from the participants: 1) why the makerspace was created; 2) the need for a Community Space; 3) novelty and attraction; 4) student engagement; 5) theory to practice; 6) interdisciplinary and multidisciplinary instruction; and 7) challenges. The data suggested the makerspaces were not created based on any specific pedagogical approach, but rather as a result of student interest in a particular piece of equipment. Additionally, there was a strong interest in providing additional opportunities for students within the makerspace, but several factors prevented its growth. Participants commonly mentioned issues such as scheduling, budget, and competing priorities. [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.]