The article tells stories of how meaning can occur and be made in educational settings, using insights from the work of Patricia Carini and John Dewey to reflect. Dewey's description of what makes an experience meaningful and Carini's calls for an education grounded in meaning and value, along with the role of the Prospect descriptive processes as ways of exploring meaning, are used to describe how I, as a teacher, reflected on and developed meaningful social justice and science activities in schools.