This paper discusses environmental preference, particularly related to the design of children's museums. It explains that preference for an environment leads to motivation to interact with the environment, which leads to learning. It lays out several design principles: (1) involve children in the process of children's museum design in a way that goes beyond tokenism and captures children's environmental preferences; (2) provide diverse levels in complexity of size, shape, color, and textures of learning environments to appeal to the broadest range of preferences in children; (3) provide clear connections between indoor and outdoor learning environments through the use of windows, functional covered porches, and other transitional strategies to accommodate preference for outdoor spaces; (4) provide a coordinated range of colors in indoor designed environments that reflects as much as possible the natural environment; (5) provide access to natural daylight through windows, skylights, full-spectrum lighting, and especially through direct access to natural daylight by the use of outdoor learning spaces; (6) provide increased levels of fresh air intake and increased ventilation rates in buildings, and provide operable windows for occupants to vary the rate of ventilation for comfort; (7) provide resource-rich activities within well-defined spatial configurations to facilitate desired learning behaviors; and (8) provide learning environments that are physically open-ended and composed of "loose parts" to encourage exploration, discovery, and experimentation appropriate for all developmental ages. (EV)