Museums which have started to gain importance in the field of education in our counrty in recent years are the places that are able to serve new, efficient and various teaching opportunities for the teachers and learners. Museums are no longer places where the objects are only displayed; there has been a tendency towards an understanding in which the focus is on the attempts to establish communication between the living museum and its visitors. The thought that learning is not limited with school environment and that using various settings gives more effective and permanent results in education gains more imporance. As it is known, education is basically a communication activity. The relation between the concepts learning and communication indicates that these concepts cannot be seperated from each other and that they should be regarded jointly. The main reason of this is the fact that the only way to realise the educational aims is through communication. When the communication process is applied to the classroom situation, the teacher is in the 'resource' and the learner is the 'receiver' position. Teacher transfers the content, 'message', to the students by using various methods and techniques, 'channels'. Museums are the most important places that can be used as 'channels' for various subjects to reach their aims in the first stage of primary education and it is known that museum education and museum visits in the first stage of pimary education is realised as a part of social studies and art education classes.Therefore, considering the relationship among museum, education and communication, this study investigates whether class-teachers working at the first stage of primary education are using museums which are alternative education and communication mediums within their classes, the opinions of the class-teachers on museum visits and the applications in these places. Within the scope of the study, museum visits and the efficiency of these visits are examined by using various criteria and the study is concluded with the evaluation of whether museum visits differ aualitatively or guantitatively according to the socio-economic environment of the school.