This paper contributes to identifying the often-implicit learning that minoritized youth do in community-based making in makerspaces and afterschool programs. We apply Tomko and colleagues’ (2023) typology for learning in makerspaces to artifact elicitation transcripts from two projects that integrated math/STEM and making with minoritized youth to test its applicability to a younger population and a different setting. The implementation of this typology identifies both how and what individuals learn through making activities and the gaps we find in the framework when applying it to learning in informal spaces. Given that learning through making is often implicit, having the tools to identify it and make it explicit supports the value of learning through making in out-of-school environments for minoritized youth.