This paper discusses three case studies--an exhibition on biodiversity, a hotel water conservation program, and a partnership between a nature center and urban public schools--to establish parameters for designing learning experiences that accommodate the varied worldviews and attitudes of learners. Positive outcomes occurred in all three cases, but could best be interpreted if sub-samples of participants were distinguished based on their readiness to embrace conservation messages. The studies demonstrated the limitations of narrowly defined learning outcomes as benchmarks for success or failure. The role that visitor/participant agendas, needs, abilities and interests play in shaping free-choice learning experiences will be discussed.