Libraries increasingly are offering activities and programs that engage youth in STEM-rich “Making.” However, many librarians do not have access to the necessary training, resources, or relevant content knowledge to help them implement these kinds of Maker programs. This article describes a design-based research project in which we first engaged in sustained contextual inquiry to better understand the work practices of school and public librarians in small town and rural libraries, as well as their perceptions of implementing Maker activities. Findings informed the design of online instructional guides to help librarians learn to implement informal beginner-level Maker programming and activities for youth. We describe three genres of online instructional guides and the design guidelines informing them. We also describe our process for testing the online guides’ utility and usability.