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Makerspaces have surged in popularity and PD marketshare within the education world over the past several years. Starting as an uncertain trend, there has been much research surrounding making, design thinking, and creativity in the classroom [think: the insertion of A into STEAM, or the focus on problem-based learning (PBL)]. Both researchers and flats-(or sneakers)-on-the-ground teachers and librarians assert that design and creation are essential to development of critical thinking and problem-solving in students; in fact, it appears that making rooted in curricular concepts actually increases facility with the concepts and better prepares students to widely apply them to, say, life, or situations presented in standardized tests. The resources gathered below flesh out the process of incorporating a makerspace from the perspective of a skeptic: first DEFENSE, giving meat to the claims above; second DEVELOPMENT, providing the skeleton of what one needs to have an efficient and meaningful makerspace; and third DYNAMISM, ideas for the makerspace to evolve as its personality reflects its users’ pursuits. While resources are grouped according to the creator’s thought process, the reader may choose to skip around based on their own cognitive and research needs.