In this paper, we use dimensions of the construct "science identity" as an analytic lens to tap into the motivation and learning of science center visits. This exploratory empirical study was based on a large international dataset drawn from 10 science centers in countries across Europe, Asia, and North America, to investigate the self-selecting, moderating, and self-reinforcing roles that scientific identity plays in science center visits and effects. We used path analysis to investigate the relationships among three aspects: (a) science identity, (b) science center visit, and (c) effects in knowledge, interest, and participation, while controlling the social categories of age, gender, educational level, and income. The findings showed that visiting a science center correlated with positive effects in adults' knowledge, participation and interest in science and technology. Dimensions of science identity appeared to play a "self-reinforcing" role in visitors' self-reports of effects at all 10 science centers and played a "moderating" role in visit-effect relationships for 2 out of the 10 science centers. There was no evidence that dimensions of science identity played a significant "self-selecting role in determining who does or does not visit a science center.