The art museum, as an educational institution, plays a role in the interpretation of various art practices and in seeking a new meaning and concept of art museums today. Current, one-sided explanations and guidance do not lead to an active interpretation by visitors. The purpose of this study is to attempt to analyze and observe closely into docent and into the visitor's learning experience in an art museum. This is a process-oriented study focusing on the discourse process itself during interaction. This study investigates how visitors pay attention to the exhibits, how they get involved as participants, and their learning processes. Being one of the docents for the program, the researcher observed visitors’ and docent's discourse with active interaction. The audio discourses of docent and visitors were recorded and analyzed to gain insight into the interactive learning experience between visitors and docent. The results revealed that adult museum visitors interact with docent and each other through the questions posed by the docent. We found through the content of this discourse, that questions, which engages visitors, help them identify with works of art by grouping the characteristics of the visitors' and docent’s discourse. In addition, we identified the strategies of the docent program by analyzing and observing the art museum visitors’ and docent's discourse. Docent's dialogic questions led to visitor's rich interpretation about art and art-inquiry with the artworks. This study suggests that docents are facilitators of learning experience in an art museum. Guided participation with a docent, who facilitate the visitors' interpretation of art to be meaningful, makes a special experience. Art museum education can push further by fostering participation through questions, based on the proposed strategies and program.