Studies have identified an increasing prevalence of anxiety and depression in students of architecture (AJ 2018, Kirkpatrick, 2018). At the same time, the act of physical making is associated with increased wellbeing (Gaber, 2014) and community cohesion (Denicke-Polcher, 2020), as well as improved learning outcomes (Harriss and Widder, 2014, Fereday 2019, Carpenter 1997). With the ambition to create a learning environment which might improve student mental health and learning outcomes, the School of Architecture implemented a hands-on making workshop as part of the second year curriculum in 2016. The five-day Mudchute Workshop, part of students’ technology module, is now a recurring event taking place off-campus on an urban farmland at Mudchute Farm, London (Figure 1). Through a mixture of construction exercises and experimental workshops, students learn through making: dynamically experiencing the structural properties of building materials, interrogating new methods of jointing, and encountering structural performance and construction sequencing. Through the process of making, the abstract practice of architecture can be connected with the praxis of building in the real world. To explore the positive effects on our students, we conducted a wellbeing survey, using the Warwick Edinburgh Mental Wellbeing Scale (WEMWBS), and an online focus group, both at the end of the academic year 2019-20.