This dissertation presents three studies on learning in children museums. The first study is a literature review of the research that was done on learning in children's museums between 2010 and 2021. In this review, I focused on presenting a current state of the field with insights into what research has been done and where there may be gaps in the literature. In order to evaluate the research, I first analyzed the implicit and explicit use of major learning theories to ground the papers. This showed that most researchers are currently using sociocultural learning theory as a lens through which they evaluate intergenerational learning and interactions in these spaces. From there, I investigated which participant behaviors the researchers focused on, what types of exhibits were being studied, and how researchers were evaluating learning. Doing so showed that there was an abundance of research adult behaviors in STEM exhibits using objectivist-aligned measurements of learning. The review concludes with recommendations for future research on how to design and evaluate children's museum exhibits based on sociocultural learning theory. The second study aims to understand adult behavior in children's museums and the roles they take on during a visit. In doing so, I build off Falk's (2009) museum visitor identity framework, developing one for use specifically in children's museums. I use Falk and Storksdieck's (2004) Contextual Model of Learning as a framework for understanding how a visitor's "personal", "sociocultural", and "physical contexts" shape and influence their experience. I gathered observation and interview data from four adult during a visit to a local children's museum. I then analyzed the data using reflexive thematic analysis to develop four major adult roles: "Chaperone", "Playmate", "Educator", and "Playful Teacher". Adults move between these roles as they interact with their children based on the interactions between their personal, sociocultural, and physical contexts. Although all of the contexts are important, parent's entry narratives and their "personal context" have greater influence and often lead to prevailing roles, roles that the adult is most likely to take on during their visit. The third study is an investigation into parent's perspectives on children's museum visits. It aims to identify parents' entry narratives (i.e., their reasons for visiting the children's museum) and their understanding of the educational value of their visit. I distributed an online questionnaire to recent visitors and asked them to recount why they visited, to describe how they and their children interacted at two of the exhibits, and to evaluate each exhibit based on its educational value. I then used a mixed methods approach to evaluate the data. To do so, I performed a thematic analysis of short answer questions, then quantified the data, and used t-tests to compare parents' ratings of the exhibits. Through this analysis, I argue that parents typically have two complimentary entry narratives. First, they come to the children's museum to have a Child-Centered Experience during which their children can practice autonomy as well as play and learn. Second, parents expect to have Parent Leisure Time. I argue that this is a form of family leisure time in which the parents are present but are not required to be fully engaged with their children for the entire visit, creating opportunities for the parents to relax from the full duties of parenting. Finally, I argue that parents take a Broad View of Learning. When describing their children's learning, parents talked about both academic and non-academic learning. These themes can be used to improve adult visitors' experiences. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]