It is the nature of museum learning that it is associated with movement through space. The ways in which displays are arranged in spatial sequences, the ability to simultaneously view different objects, the grouping of objects in space, the rate of change of directions, the relative distance between one display and another, all become powerful aspects of the presentation of knowledge that are far more important in the museum than they are in any other learning environment. The paper presents a research project whose aim was to identify and measure the properties of spatial layout that affect visitor's exploration and exposure to information in science museum exhibitions. The notion that exhibition layout is intrinsically linked to visitor movement and viewing patterns has long been acknowledged (Dobbs and Eisner, 1990; Love, 1997; Thomas and Caulton, 1996). Serrell (1997) provides one of the most comprehensive recent studies that addresses questions of visitor use patterns in museums. Her own research confirms a number of observed characteristics of visitor behavior that she notes in the literature that visitors favor right turns in an exhibit, and tend to follow the right-hand wall; they tend to spend more time at exhibits near the entrance than those near the exit; that few people spend time at center island exhibits; that people tend to spend more time at larger exhibitions than smaller ones; and that viewing the exit elicits a lot of exiting behavior. What is clear from this research is that there are characteristics of the layout and arrangement of an exhibition that influence visitor movement, over and above the specific contents of the exhibition.