A qualitative study of children\u27s museums\u27 successful inquiry-based learning environments is described, focusing on four students with various exceptional learning needs. Benefits for the students in terms of scaffolded instruction, meaningful and contex-tualized activities, self-regulated learning, the establishment of learning communities, play, and parental involvement are noted. A discussion of the generalization of learning to the classroom and of positive attitudes and children\u27s museums as inclusive, supplemental environments is included, Implications for future practice involve school-museum partnerships and individualized programming for all learners. Reprinted by permission of the publisher
