In recent years, educators, administrators, parents, and policymakers have expressed a heightened interest in maker-centered learning, the incorporation of the practices of the maker movement into education. Although many have argued that maker-centered learning experiences have the capacity to increase students’ proficiency and interest in the science, technology, engineering, and math (STEM) subjects, others have suggested that maker-centered learning experiences are fertile grounds for STEAM, that is, incorporating the arts into STEM education. In this article, educational researchers Edward P. Clapp and Raquel L. Jimenez propose that the A in the STEAM acronym may stand for 3 different educational outcomes: arts learning, aesthetic education, and/or creativity, but ultimately conclude that the A in the STEAM acronym—however it is defined—is only loosely incorporated into maker-centered learning experiences.