The inquiry-based approach in museum education often takes the form of an educator asking open-ended questions to facilitate discussions around artworks, while encouraging students in careful observation and interpretive processes. However, although art museums are emphasizing learners' experiences and their interpretative processes, adult learners are still more accustomed to lecture-based tours. This article investigates the adult Hands-On program at The Noguchi Museum. The research asks: How do educators prompt participants to engage in active reflection and meaning-making in response to artworks? How do participants describe their learning experiences? Do these experiences qualify as transformative learning? The findings suggest educational implications for interested museum professionals and adult educators.