<p>Digital fabrication (DF) presents innovative opportunities for reimagining the use of manipulatives in mathematics education. Manipulatives are fundamental for helping students grasp abstract mathematical concepts. However, utilizing DF to make mathematical manipulatives requires more than just access to technology; it demands teachers’ transformative agency. This article presents the experiences of seven teachers who participated in a series of eight full-day workshops over a span of one year, focusing on making mathematical manipulatives using DF. Through interviews, the teachers offered insights into their transformative agency, detailing their sense of purpose, competency, autonomy, and reflexivity. Our results highlight the complexities, opportunities, and challenges encountered by these teachers as they navigated the integration of DF into their teaching practice. Our study led to three key implications: Utilizing DF enables teachers to make manipulatives that are pedagogically relevant; Making manipulatives with DF supports changes in teaching practices, showcasing teachers’ transformative agency; but also, a critical need for supportive infrastructure to facilitate teachers becoming makers in education. The article underscores the potential of utilizing DF to transform mathematics education while emphasizing the importance of providing sustained support to realize its potential fully.</p>