This study investigated the changes that occurred in the knowledge and attitudes of a group of science and mathematics teachers (n=38) who took a museum education course. The course contained lectures and discussions on the rationales and strategies of museum education. The students also learned about the history of museum development in Taiwan and visited the science museum. Qualitative methods were used for collecting and analyzing the data. Findings indicate that although the National Museum of Natural Science played an important role in allowing the teachers to construct meaningful museum experiences, the participants still held many misunderstandings about the museum. After taking the course, the teachers were more oriented to in-depth rational thinking about issues related to museum education. Participants also critically compared formal and informal science learning environments and indicated that they planned to use aspects of the museum education course in their own teaching. (Contains 10 references.) (Author/WRM)