The purpose of this study was to enhance the reflection of pre-service science teachers by infusing museum resources and context into a methods course. Qualitative methods were used for data collection from 21 students who took the course. The data sources came from field notes, reports, diaries, and interviews. The findings showed that when the methods course was infused with museum resources, it created a novice situation for pre-service science teachers to learn how to teach science. They reflected their practicing teaching in the museum context in the following four categories: (1) the way to use museum resources effectively; (2) the characteristics of science learning in the informal settings; (3) the enlightenment from peers' modeling teaching; and (4) the discrepancies between theory and practice in teaching science. According to their practices, they also showed some obstacles in dealing with teaching in the museum setting. Finally, this study made the suggestions for those teacher educators who would like to connect museum resources and context to nurture prospective teachers. (Author/CCM)