Objectives: This study aims to help pre-primary teachers understand maker education through making experience and develop the ability to apply it to the educational field. Method: This study targeted 135 sophomore students of the Department of Early Childhood Education at S Women’s University. Maker education was performed in the first semester of 2019, and the meaning indicated in the making process and outcomes were explored. Furthermore, a maker education use possibility was sought at the early childhood education site. Results: The students experienced the circular process of self-driven learning in the maker activity process. The open and free class atmosphere enabled them to find themselves as a makers and learn the positive functions of collaboration and sharing. Although the students encountered difficulties in seeking materials necessary for the manufacturing of outcomes, they made creative works with various materials. As some works could not be completed, they expressed regret However the students stated that their making is ongoing and they will live as a maker. Conclusions: The students tried to apply maker education to the field of early child education based on their making experience. For maker education to be established at an early childhood education site, if the students practice maker education and share maker education cases, a promotion effect of maker education will be engendered.