Zines are commonly viewed as part of counterculture, and their usage within learning contexts has been limited. Utilizing an autoethnographic approach, this chapter explores the use of zine-making in the classroom and what the making of zines by learners has to offer for both the creator and the reader. Two examples from the author’s teaching practice with different groups of learners are considered. As such, this chapter also serves as a reflective piece in which the author considers how further to develop her teaching while contributing to a wider pedagogical discussion concerning teaching strategies.