Volunteer programs, especially those for docents, may often be overlooked as learning opportunities rather than as a strategy for program delivery. Thinking about docents first as learners themselves, and then as partners in creating learning experiences for visitors, can create a meaningful shift in the relationship. By integrating concepts from adult learning, changing the orientation from docent "training" to docent learning, museum educators can better understand how to structure docent programs as more than simply providing a service.