We review the development of a mobile makerspace platform focused on digital fabrication in particular additive manufacturing (AM) or what is more commonly referred to as 3D printing. We engage in a reflexive analysis of our curriculum development as a part of the iterative process of this design-based research project. We review the component parts of our Material to Form curriculum, reflecting on the events of the makerspace platform as they symbiotically informed and catalyzed the iterative development of the curricular component. Our analysis is focused on thematic curricular ideas stemming from the uncertain material and disciplinary possibilities of digital fabrication. Our reflexive method draws from our own identity as arts education researchers working within STEAM frameworks to analyze researcher-participant knowledge of the mobile makerspace events. We also draw upon a mixed method dataset that offers insight into participant engagement to better understand iterative development of curriculum. In our analysis of this curriculum development, we highlight both implications for engaging interdisciplinarity and connecting across disciplines through culturally responsive teaching. The outcome is a unit of curriculum for using digital fabrication in classrooms that offers theoretical and practical considerations concerning design thinking and digital fabrication for STEAM practitioners.