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In this Institute of Museum and Library Services (IMLS) funded study, the authors investigate ways in which to bring about more inclusive and equitable makerspaces in public libraries (Brady, Salas, Nuriddin, Rodgers, Subramaniam, 2014; Yi & Baumann, 2018). Public librarians, librarians with disabilities, and disability self‐advocates were interviewed and took part in focus groups. In doing so, researchers worked to hear directly from members of the disability community and to learn from librarians at the intersection of disability, through their work or through personal experiences. This work‐in‐progress study has completed the majority of its data collection and is beginning in‐depth data analysis. Although still developing themes and takeaways, there has been initial findings that can be of benefit to the larger library and information science (LIS) community. Individuals with different needs and abilities should be represented when designing and providing a makerspace. While this study focuses on public libraries, it has implications for makerspaces in all libraries and similar learning environments. [ABSTRACT FROM AUTHOR]