The culture of making has always been seen as an inseparable part of design. Still in recent years we have witnessed that “making” gets less and less attention (i.e. time and resources) in our design education. The reasons for this are manifold. Among others, it reflects developments within the evolving field of design, as described by Bremner and Rodgers (2013). In contrast to this development, we argue that the action of making remains an utterly valuable part of design education – a valuable linkage of knowing and doing (Ingold, 2013). As an alternative, we propose to advance the culture of making, its inherent focus and assumptions instead of neglecting them. This essay presents insights and reflections of a collective exploration into making by four design educators and practitioners. The collaboration happened in different settings, sometimes with other local actors, was always guided by constraints. During the research, questions of how design education can facilitate meaningful learning processes around making, while not ignoring the evolving field of design were explored. The result addresses the complexity of co-creation, dialogue and practical knowledge in the setting of a contemporary design education.