A multiple-case study design explored how middle school-level expert makerspace educators assess the people, resources, and activities in their spaces. Broadly put, the maker movement is a social movement that brings together a community of people (makers) who share an interest in creating (making) projects in collaboration with other makers in a shared space (makerspace). Libraries, schools, sites of educational research, museums, and community spaces work to implement and evaluate the educational potential of makerspaces. Research has indicated numerous benefits for students who participate in maker-centered activities (Halverson & Sheridan, 2014). Maker-centered activities can support the implementation of national programs such as Common Core; science, technology, engineering, and math (STEM); and Next Generation Science Standards (NGSS; Martin, 2015). However, despite early indicators that maker-centered education benefits students, little systemic research exists outlining how to evaluate the major components of an educational makerspace, the makers, the resources, and the activities in the space. The people, means, and activities (PMA) framework developed by Hira and Hynes (2018) provided a necessary structure to explore inherently diverse makerspaces and define the three major components of the space. The goal of this research was to explore how expert makerspace educators evaluated their spaces. This multiple-case study provides valuable resources for school leaders who are interested in implementing maker-centered education and educators who are interested in improving existing programs and impacting the practice, policy, and research of education makerspaces. [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.]