In order to examine the existing literature in relation to the benefits of art museum education for the young, as well as to emphasise the literature gap in early childhood education research pertaining to access to and use of art museums by young children, a review of literature that discussed museum education for young children was undertaken. A number of key themes emerged from the review. These included the types of learning that occurs for children in the gallery setting, and the role of the teacher and art educator in this setting, the development of trans-institutional communities of practice through creating working partnerships between schools and art museums, and the role art museums can play in a teacher's professional development. This article discusses these central themes.