Despite the worldwide spread of the maker movement, limited empirical research exists in relation to early childhood education. This chapter reports on a project with preservice early childhood teachers of a Greek public university who participated in an open workshop around makerspaces and the making culture organized by a team of experts from the School of Architecture of the Technical University of Crete that operates the Athens Municipal Makerspace (AMMS). The project underlines the importance of high-quality professional development for prospective early childhood teachers, who are mostly women, and aligns with Sustainable Development Goal 4, “Quality education.” Pre (N = 63) and post questionnaires (N = 51) were utilized to identify students’ knowledge on making and makerspaces. Focus group interviews (N = 18) to examine prospective teachers’ reflections on their experience and facilitate a pedagogical discussion on adopting possible changes in their educational practice with very young children were also used. Findings showed great enthusiasm and very positive feedback from students. Their confidence increased significantly in employing new technologies for a Science, Technology, Engineering, Arts, and Mathematics (STEAM) learning approach and in becoming more creative, signaling a brighter, more creative future for education and lifelong learning of young women and girls.