The aim of this research is to determine the classroom teachers’ opinions on museum education. The research was conducted by adopting the qualitative method and case study pattern. The study group of the research consisted of 17 classroom teachers working in public primary schools in the Esenyurt district of Istanbul in the second term of the 2020-2021 academic year. Data were collected with a semi-structured interview form prepared by the researcher. Content analysis technique was adopted in the analyzes and the data obtained from the opinions of the teachers were divided into codes and categories. As a result of the research, the definitions of the teachers for museum education have been divided into the categories of “Culture and Heritage Education”, “Non-class Education”, “Experience-Based Education”, “Alternative Education”, “Art Education” and “Creative Thinking Education”. In addition, it has been determined that museum education is deemed necessary in terms of “Teaching and Awareness Raising”, “Learning Environment and Experience” and “Development of Personal and Social Skills” categories. Opinions about the teachers’ adequacy in museum education and their inadequacy have been expressed in similar numbers with the categories of “Being Adequate” and “Being Inadequate”, and the opinions on the planning and implementation of museum education have been explained under the categories of “Designing and Implementing Activities”, “Instructor and Planning”, “Preparation and Evaluation before the Museum Visit” and “Innovative Approaches and Resources”.