How can teachers utilize self-exploration discovery encouraged by non-formal learning institutions while demonstrating learning, thus justifying the time and expense? The educational reasons for visiting a non-formal learning institution (museum, zoo, conservatory, etc.) vary widely among teachers, students and the institutions. Many teachers want their students to simply “gather facts” that can be repeated in a test. Gathering of facts for testing is, of course, what most schools emphasize in their educational programs. Other teachers take their students to non-formal learning institutions with no set program in mind, expecting the students to be inspired by the objects or exhibits. This is even less of a learning situation. It is more like the “day off” that field trips have come to represent. Learning on a field trip is demonstrated by behaviors indicating attitudes of awareness, interest, attention, responsibility, and the ability to listen and respond in interactions with others. Activities built around the experience anticipated at the museum helps students see the relevance of the museum visit. A focused field trip allows students to become their own teachers by presenting them with facts and encouraging them to consider those facts in light of what they already know, synthesizing information from different areas and expressing their ideas in convincing fashion. Teachers who use the field trip as a link or enrichment of a topic cannot assess that learning in a test any more than she could test the value of a trip to the library or computer lab. The assessment would come in the higher level thinking skill of synthesis of information in a final project. This product gives examples of focused field trips and final products that demonstrate learning.