In the first chapter in this section, "Learning Design by Making Games," Yasmin Kafai examines learning through design in a rather unusual context: video games. These games are a central part of late 20th-century children's culture. In the playing of video games, children mobilize energies which many educators, parents, and researchers wish would be dedicated to learning. Whereas most conventional efforts have sought to harness these energies in the form of playing educational games, Kafai presents a different perspective: in children making their own video games instead of playing games made by others. In a six-month project, a class of fourth graders was asked to design computer games to teach fractions to younger students. In the analysis of the students' learning experiences, Kafai focuses on students' development of project management skills-how students approached and managed this complex task. The paper analyzes students' first steps in beginning the project and framing the design task, and their development of programming strategies. The results provide insights into the project's evolution, the different approaches chosen by students, and potential support structures for young designers.