This paper reports on a study at the Children's Museum of Indianapolis that examined how two-way audio/visual interactive learning (2WAVIL) technology can be used to help prepare students prior to a museum visit, hoping that this preparation may help students interact with exhibits in a more constructivist manner. The study focused on children's interpretations of their experience in a novel science museum setting and the 2WAVIL link that preceded it, the classroom teacher's interpretation of those children's experiences, and a comparison of the two. Data were collected from a fifth grade classroom approximately 150 miles from the city; four students and one teacher served as key informants. Data were gathered through interviews, observations, field notes, and researcher reflections. Common themes generated from the interviews were developed and synthesized into assertions about the nature of the experience; these assertions were triangulated with the other data to strengthen the nature of the study. Results suggest that the technology was effective in orienting the students to the gallery environment, supporting research that iterates that any type of advanced organizer will have some positive cognitive and/or affective outcomes. (Contains 14 references.) (DLS)