The purpose of this study was to investigate the impact of a specially designed museum science program on academically gifted elementary students. The program focused on inquiry-based activities that paralleled the work of museum scientists. A pre- and postattitude questionnaire and a parental postquestionnaire were used to investigate changes in (a) attitude toward science careers, (b) understanding of scientific work and scientists, and (c) content knowledge gains of participants. A version of the Draw-a-Scientist Test (DAST) was incorporated to gauge student perceptions of scientific work. After participation, students indicated a greater understanding of science careers and an increased desire to explore careers in science. Student questionnaire and illustration analysis identified an increase in participants' content knowledge and understanding of scientific work. Parental questionnaires supported these findings.