This case study, using triangulation-focused mixed methodology, analyzes the perceptions of 477 elementary school pupils after exposure to Visual Thinking Strategies through the educational programs of the Barcelona Picasso Museum. Pupils' learning preferences and their perceived impact of Visual Thinking Strategies were studied in the aftermath of an experience based on this teaching method, which focused on skill development and total class participation through exposure to art. The study also aimed to determine if this visit contributed to pupils' desire for future use of similar methods in museums and at school. Results articulate student voices, showing that, when faced with choosing between participatory and discursive teaching methods, most preferred the former; however, over 40% favored a combination of both strategies. This research contributes to the field in showing that many pupils would favor more art-historical content during Visual Thinking Strategies sessions as well as highlighting the potential of a single-session experience in generating a perception of impact.