The purpose of this article is to study what 367 6th grade pupils decided to draw in an old museum. The student teacher provided an orientation for students’ own learning visioning during a tour of the building. The students then toured the museum and decided what the subject of their drawing would be. Theoretical thinking-based constructivism and interpretivism were used as aims to interpret the students’ individual envisions of culture objects or as aims to understand the students’ choice of the merged culture objects in the museum. Pupils decide which objects they would like to draw in an old museum. Pupils chose objects that had been marked in a visit on 29.9% of occasions, the objects next to them as adjacent objects (14.5%) and other objects as pupils’ own envisioned objects (55.6%). The quantitative data showed that as the impact of adult guidance decreases, simultaneously the number of the children’s own choices increases over time. Qualitative data showed an individual’s desire to choose something other than something chosen by most of the rest of the group and contributed to confirming the study result. The conclusion is that it would be desirable to consider the pupils’ own envisioning and intentions in a cultural museum visit project before their planning of the artwork.