This article explores the significance of students' encounters with materiality in general and with crafting materials in particular when learning for sustainability. The aim of the explorative study is to illustrate a research approach that can show what students and the material do in correspondence and what stories emerge from this activity. An explorative analysis is conducted via video recordings of a remake project in a Grade 8 handicrafts class in Sweden. The stories that the students recognise are the material's texture, shape and construction, which emerge from the materiality intrinsic to the crafting process and the intentions of the students, as these are visible in action. These stories provide possibilities, as well as set limits for, what is possible to remake. The stories are elaborated on by threading back to materiality concerns found in historical remake practice to recognise the educational possibilities for remaking pedagogy.