Generative AI has the potential to catalyze pedagogies that emphasize learning through creation, where students build knowledge by making original artifacts. We examine whether generative AI (GenAI) can meaningfully augment the process of learning through creation. We investigate this question through a study in which high school students explored sustainability concepts by creating comics. In one condition, students used a GenAI-supported comic creation tool, while in the other students hand-drew their comics. Results suggest that GenAI has the capacity to augment learner creation by fostering deeper conceptual learning and positive learning strategies while maintaining students’ agency, self-efficacy, and enjoyment. The research raises fundamental questions about the mechanisms that underlie GenAI augmentation of learning through creation, the optimal balance of GenAI vs. human creation, and the ethical implications. Finally, we make some recommendations for educators and highlight examples of emerging learning technologies that support co-creation, which we view as a promising future for learning with GenAI.