The STEM sector needs to attract more people, especially girls. In addition, there is a need to stimulate the development of 21^st century skills among young people. Few studies have investigated the outcomes of activities in makerspaces, and there seems to be no studies on combining makerspace activities with drama to stimulate interest in STEM and the development of 21^st century skills. This study focuses on the outcomes of a unique project combining makerspace activities and drama, with regard to developing interest in STEM and 21^st century skills. Ten girls aged 7–11 years participated in the three-month project. Their activities were supported by a project leader, a drama teacher and three female engineering students. Data were collected in interviews and observations with video recordings, as well as through documentation of the props made by the girls. Thematic coding was used in the analysis of the outcomes and the discussion draws on Activity Theory. This project blending drama and prop making in a makerspace learning environment showed positive outcomes: the girls developed 21^st century skills, in terms of creativity, problem solving and cooperation. It was also evident that some of the girls had developed an interest in STEM. The female engineering students who were part of the project seemed to serve as role models. Future studies could further investigate how other skills and knowledge in different STEM subjects can be developed in similar projects.