The article describes a research project that investigated the impact on upper secondary students of a visit design for a museum visit, consisting of worksheets with authentic questions in combination with a dialogical approach by a museum educator. The goal of the design was to foster dialogue and substantial engagement. 65 students' interaction with the design was audio-recorded and investigated. Results showed that authentic questions had great potential; especially the questions that stimulated wonder, curiosity, and had high cognitive levels, and centred on the students' prior interests. The investigation also showed that the museum educators' approach was most successful in fostering dialogue and substantial engagement when being pronounced dialogical and student centred.