We account for the first research results from a governmentinitiated experiment that scales Making to a national discipline. The Ministry of Education, in Denmark, has introduced Technology Comprehension as a new discipline for lower secondary education. Technology Comprehension is first experimented as an elective subject in 13 schools. The discipline combines elements from computing, design, and the societal aspect of technology and, thus, resonates with the existing FabLearn and Making initiatives in Scandinavia. We report the identified opportunities and challenges based on interviews, surveys, and a theme discussion with experienced teachers from the 13 schools. The main takeaways are: First, the teachers did not perceive Technology Comprehension as a distinguished discipline, which calls for more research on how Making is scaled into a national discipline. Second, Technology Comprehension opens up for interdisciplinary and engaging learning activities, but teachers need scaffolding and support to actualise these opportunities. Third, Technology Comprehension challenges teachers' existing competencies in relation to the discipline and students' prerequisites and needs. Teachers need pedagogical means to take the societal aspect into account within the discipline. Finally, we argue for further research on supporting teachers when scaling Technology Comprehension on a national level.