This research is a case study that aims to reveal the experiences of students studying in the visual arts teacher training programme obtained in the process of designing a museum-themed picture book. In the research conducted with the participation of 27 students attending the museum education course, the experiences of the students regarding the process constituted the unit of analysis. Book designs were created through group work. Group diaries, process evaluation form and field notes reflecting the researcher's observations were used as data sources. The results of the research showed that the students tried to fulfil the requirements of picture book designs, that they observed the principle of suitability for children in the stories they wrote, and that they preferred to highlight the artefacts selected from the museum in the book. The design process was shaped by personal learning such as meeting a new design field, developing awareness of the museum, and realizing the benefits of picture books, and professional learning such as having children design picture books in visual arts class and using picture books in class. Although they had difficulty in writing the stories, they did the illustrations with ease. Although the design process created negative emotions such as stress and overwhelm in the students, they felt happiness the most, believing that they had created a useful work. The experiences of the students indicated that picture book design practices, which are an important tool in contributing to awareness of cultural heritage, can be included in museum education courses.