Abstract: This paper reports preliminary qualitative findings from Invent with Environment- an ongoing year-long (November 2018- May 2019) mixed-methods study undertaken to develop and test maker courses for supporting high school students’ identity exploration in environmental science and art (ESA). Specifically, the paper illustrates change in one of the three participating in-service educators’ role identities as educators who desire to facilitate learning by making as a result of engaging in three-professional development (PD) sessions offered over a 2-week period (November-December 2018). Projective Reflection (PR) served as the theoretical model to establish the extent to which participants’ current practice involved facilitating learning as identity exploration and change in ESA. The Game Network Analysis (GaNA) framework was employed to define the knowledge and skills essential for educators to facilitate learning by making. The Dynamics Systems Model of Role Identity (DSMRI) was used to support participants in intentionally exploring their ontological and epistemological beliefs, purpose and goals, action possibilities, and self-perception and self-definition as it related to facilitating learning by making. We conclude with implications for supporting educators’ cognitive skills and motivational attributes that can inform the use of making for a nuanced form of learning such as identity exploration in domains like ESA.