Most museum educators strive for their programs to have positive effects on students, but what impact do they really have? What factors, including museum-school programs, contribute to positive academic performance and critical thinking in particular? This article examines the Guggenheim Museum's artist-in-residence program, Learning Through Art (LTA), as a case study. Over three years, LTA worked with Randi Korn & Associates, Inc. to conduct a quasi-experimental research study examining the impact of the program on critical-thinking skills. Findings showed that LTA positively impacted five of the six identified skills for both looking at art and interpreting text. Drawing on the research findings and a critique of LTA, this article will identify characteristics of a museum-school program that contribute to increased critical-thinking skills specifically and student learning in general. (Contains 3 figures, 1 table, and 10 notes.)