For the past decade, the maker movement--an interest in working with one's hands in interdisciplinary environments that incorporate various tools and technologies--has been on the rise. In recent years, educators, administrators, parents, and policymakers have expressed a heightened interest in maker-centered learning, the incorporation of the practices of the maker movement into education. Although many have argued that maker-centered learning experiences have the capacity to increase students' proficiency and interest in the science, technology, engineering, and math (STEM) subjects, others have suggested that maker-centered learning experiences are fertile grounds for STEAM, that is, incorporating the arts into STEM education. In this article, educational researchers Edward P. Clapp and Raquel L. Jimenez review a sample of maker projects from 3 data sources to explore the role of STEM disciplines and the arts in maker-centered learning experiences. They propose that the A in the STEAM acronym may stand for 3 different educational outcomes: arts learning, aesthetic education, and/or creativity, but ultimately conclude that the A in the STEAM acronym--however it is defined--is only loosely incorporated into maker-centered learning experiences. These findings suggest (a) that educators, administrators, and curriculum developers must be intentional about integrating the arts into maker-centered learning experiences in ways that are explicit, and (b) that the loose incorporation of the arts in maker-centered learning experiences may be symptomatic of an overall trend in STEAM learning that centralizes advocacy discourses aimed at driving policy over teaching and learning discourses aimed at supporting practice. [ABSTRACT FROM AUTHOR]