This chapter describes digital game making as an inclusive process to develop coding concepts and coding fluency. It outlines research which emerges from my work with young learners of ages 8–11 years which leverages the motivational and navigational affordances of enthusiast game-making communities and adapts them to more structured educational environments. I summarise the features of two game-making tools used in my study. Finally, this chapter contains an overview of the 3 M game-making learning design and links to extensive resources for learners and teachers.