The kindergarten to grade 7 (K-7) field-trip market is a sizeable visitor demographic for many museums. As such, it is important for museums to better understand teachers’ (the key decision-makers of this demographic) perceptions of planning and implementing such visits. This article reports on some of the outcomes of a study that investigated the factors influencing K-7 teachers’ decisions to make field-trip visits in Vancouver, Canada1— a large metropolitan city containing a diversity of museums. The key outcomes emergent from the study, in the context of the city of Vancouver, its many field-trip venues and its teachers, have relevance for both educators and museum policy makers in other metropolitan areas. We address issues that call for reflection on assumptions that might be deeply entrenched and also affirm and reiterate the findings of contemporary studies of teacher perceptions regarding field-trip visits.

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