This qualitative study draws on Design-Based Research and explores the impact of a Maker Day on teachers' conceptualizations of design thinking. At the Maker Day, participants experienced design thinking as a problem finding approach prior to making prototypes. Intersection of design thinking and making supports constructionist learning; it can be integrated to the curriculum to re-conceptualise twenty-first century's education. Data was collected through pre- and post-event surveys as well as interviews. Findings generated contextual design principles to optimize the Maker Days. These principles provided recommendations for the researchers and educators to be tested and validated in other contexts.