Teaching through collaborative making has found its way into K12 schools and colleges of education, but minimal research exists on making for learning in special education settings. Even less research is available focusing on preservice special education teachers using making as a pedagogical tool for academic interventions. This multiple case study explored five preservice special education teachers' perceptions, conceptions, acting knowledge, and efficacy when teaching students with disabilities through making. Results indicated that participants' beliefs about teaching through making evolved, and they reported a deepened understanding of effective teaching methods for students with disabilities.