The metaphor of "art waitressing" is a valuable tool for educators who seek guidance in enacting many of the new roles in museums, particularly the role of facilitator in an open-ended interactive gallery. Though this metaphor provides a valuable model for engaging visitors, the question quickly arises of how educators can go beyond "serving" an arts experience to a museum visitor. By drawing upon the author's own experience as an interactive gallery educator, as well as reviewing the literature for examples of techniques and approaches that museums and educators have used to move beyond art waitressing, three strategies for visitor engagement emerge. First, participatory practice is essential to the reorientation of museums. Participatory methods grounded in dialogical models of interaction, collaborative practice, and acknowledgement of the museum context are particularly relevant to interactive art gallery practice. Second, visitors' understanding of original works of art is deepened through engaging the processes that artists utilize, particularly contemporary artists. Finally, a culture of experimentation is vital to support educators who seek to engage visitors in a relationship with their organization. These three strategies--participatory and dialogical practice, engaging in artistic process, and experimentation--provide means through which museum educators can move beyond art waitressing in interactive art galleries. In this article the author illustrates art waitressing through a short narrative, explains key components of the art waitressing process, and discusses the three strategies. (Contains 3 figures and 2 endnotes.)