The purpose of this study was to examine administrator, library media and IT specialist, classroom teacher and student perceptions of the impact of makerspaces, as well as to identify what stakeholders could be doing to better support student learning and engagement in makerspaces. The Diffusion of Innovation Theoretical Framework guided the design and analysis of this study. Further, a literature review of the implementation of makerspace learning environments into content and pedagogy informed this study. The overarching research question for this study asked how stakeholders perceive the implementation of a district-wide makerspace implementation initiative, and its impact on 4C's skills acquisition, deeper learning and student engagement. As such, the study sought to answer the following questions: 1) How has the district organized its structures, practices and use of resources to support purposeful implementation of makerspaces with the specific intent of fostering students deeper learning and 4C's skills development?; 2) What do stakeholders perceive as the outcomes and impact of the makerspaces?; 3) What do stakeholders perceive as the challenges of the makerspaces?; 4) What could stakeholders be doing to better support student learning in makerspaces? An instrumental case study approach was used to explore and describe the perceptions of administrators, students and teachers using rich- description of their experiences. It is evident that the purposeful integration of makerspaces led to student acquisition of 4C's skills and deeper learning at the study site. In addition, the study revealed structures and supports necessary to facilitate makerspace programs to foster deeper learning including administrative support, availability of challenging projects and resources, stakeholder engagement, professional learning and time. The findings of this study, along with the identification and analysis of related themes, have the potential to inform similar districts as they embark on the implementation of makerspace programs to foster 4C's skills development and deeper learning competencies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]