This study explores how upper-grade elementary makers' spaces reveal creative thinking and critical thinking in identified and unidentified gifted students. It provides evidence that the situated learning context of makers' spaces elicit high-level motivation through constructionist practices and 21st century learning processes that leads to consistent application of creative thinking and critical thinking. The mixed-methods study incorporated surveys and interviews of educators who are invested in "maker learning," observations of students during "maker" sessions, and analysis of photos, plans, and lesson provided by the educators. The findings indicate substantial perceived creative thinking in all students, more notably in gifted students who underperformed unidentified students on existing assessments. I argue that makers' spaces reveal multiple categories of giftedness in identified and unidentified gifted students, and that maker learning is an effective learning method for supporting at-risk students to provide life-skills and innovation opportunities for underserved populations. I propose a new identification category of giftedness, "entrepreneurially gifted," which is revealed through "making" and the concept of maker confidence. I recommend that school and district policy implement makers' spaces and maker learning to prepare students to be college, career, and entrepreneurial-ready. [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.]