This paper describes the incorporation of a "making" activity as part of a course for education majors at Queen's Faculty of Education of the University of Regina (Saskatchewan, Canada). The course was an introductory one in which students explored the methods and merits of outdoor and experiential education. Each student was given a piece of basswood, access to a shop and tools, and tutorial support and was asked to make a canoe paddle for a canoe outing planned for one of the final classes. "Making" is felt to represent the completion of learning by producing something. The paddlemaking activity brought about learning that took place in a participation framework and revealed that knowledge lies within a community of practice. The activity also involves social qualities, cultural concerns, and moral questions. A matrix is presented which situates "making" in three relational domains involving the learner interacting with himself or herself, with others, and with the context. The paper concludes that when "making" is included as part of the process of developing understanding, learning is broadened to include elements of mind, body, and heart. (Contains 10 references.) (JDD)