This phenomenological study explored how art museum educators and administrators in art museums in the Netherlands and Belgium perceive technology enhanced learning. The participants consisted of 14 museum educators. Interviews from this study were recorded and transcribed for further identification of themes within the data. A general conclusion from this study showed that the majority of art museum educators are not fully aware of current technology-enhanced learning developments. They do, however, feel compelled to adapt their practice in order to meet the changing expectations of their (potential) audiences. The museum educators who took part in the study saw opportunities to customize experiences, facilitate interaction, and facilitate multiple narratives, as well as to use multiple senses to extend the museum experience and using and analyzing data on learning to know more about their visitors and the effectiveness of their programs. Many of the participants in this study, however, are having difficulty doing so. Expectations of current visitors have been reported as a barrier; this current core audience was born before the technological revolution and may be wary of using technology in museums. Another factor is opposition to technology; in this context, the idea of the museum as a technology-free, slow zone is discussed extensively. Furthermore, the lack of knowledge among art museum staff appears to be a barrier to implementing technology-enhanced learning programs successfully. Furthermore, there is a lack of digital leadership; the critical leadership to successfully integrate technology enhanced learning appears to be insufficient. Another stated barrier is that technology requires ongoing upkeep. Finally, there appears to be no formal peer network or industry association providing professional development for technology assisted learning in museums, which is a major barrier. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]