Background: Makerspaces provide university engineering students with experience in creative hands-on design/build projects. They offer significant benefits for engagement, retention, and skill development for student users. Many university makerspaces rely on student workers. However, not much is known about how these student workers understand their role in the makerspace. Purpose: This study investigates the qualitatively different ways that undergraduate makerspace assistants (UMAs) understand their role in an engineering makerspace. Method: We employed phenomenography to study the variations of conceptions relating to employment in a university engineering makerspace. Data were collected from semistructured interviews with 13 UMAs. Results: Three conceptions of the role of UMAs were described, with a hierarchy of increasingly strong connections to the makerspace and educational program. These conceptions were presence and availability, active support of the program, and representation for the makerspace community. Conclusions: UMAs have different conceptions of what their jobs entail, which dictate their relationship with the makerspace and student users. UMAs develop into role models and leaders by engaging with the community and making. This can support a self-sustaining cycle of peer UMA recruitment and mentorship. By understanding and managing these conceptions, makerspace management teams may improve both the function of their makerspaces and the support that such spaces provide to their curricula.