Building upon our two years of research on the use of makerspaces in undergraduate engineering programs, we engaged in a large-scale data collection from students enrolled in undergraduate engineering preparation programs with affiliated makerspaces established for a minimum of three years. Using web searches, and other sources of information (e.g. references from other researchers or faculty members), we have identified 28 institutions that met our criteria. Working with a third party, we gathered over 574 responses from undergraduate engineering students with makerspace experiences spread across the 28 institutions. To gather our data, we created and validated an online survey with a combination of quantitative and qualitative items. We constructed a survey with subscales aligned with motivation to learn, growth mindset, learning goal orientation, knowledge of engineering as a profession, and belongingness and inclusion, as associated with work within makerspaces. We found significant positive correlations among the variables, positive levels of motivation, growth mindset, knowledge of engineering as a profession, and belongingness. We found differences in levels for gender, engineering majors, and student class standing. We discuss the implications for our findings in the context of undergraduate engineering student learning in makerspaces.