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Children with autism spectrum disorder (ASD) participate in community-based settings at lower rates than typically developing children. Museums provide a structured, predictable, and supportive place for children with ASD to learn. Visiting a museum may create unique challenges for children with ASD and their families. Sensory processing disorder (SPD) is a common barrier to participation that makes it difficult to process information coming in through the senses. For children who are easily overstimulated, crowds, noise, and long lines can be a source of anxiety and stress. Providing pre-visit materials such as social stories, accessibility maps, and communication books can support engagement in the museum setting. This study explored the usefulness of pre-visit materials for children with ASD who attended a low sensory event at a public museum. Data were collected during interviews with 22 parents and care partners. All participants found the pre-visit materials useful before and during the museum visit. Participants provided recommendations for improvement including developing multiple formats (e.g., audio, video), different languages, and limiting the pictures per page. This study highlights the unique value of occupational therapy in a community setting. Occupational therapists consider how features of the environment may support or limit participation. The pre-visit materials developed in this study may help museums offer more inclusive experiences to children with ASD and their families. Partnerships with disciplines such as occupational therapy may help museums and other community organizations welcome visitors of all abilities. Plain Language Summary Museums are key educational resources in the community. Families of children with autism spectrum disorder (ASD) face unique challenges to participating in museum settings. This study explored the usefulness of pre-visit materials including a social story, accessibility map, and communication book. These materials were developed through a partnership between a public museum, occupational therapy graduate program, and 22 parents and care partners of children with ASD. All participants found the pre-visit materials useful for improving participation in a museum visit. This study highlights the unique value of occupational therapy at a museum. The materials developed for this study could be replicated to promote a more inclusive experience in other community settings. Partnering with disciplines experienced in working with people with disabilities can assist in creating welcoming environments for people of all abilities. Additional research is needed to explore the benefits of collaborative partnerships between community organizations and occupational therapy programs.