Scitech Discovery Centre is an interactive science and technology centre located in the City West Complex, metropolitan West Perth, Perth, Western Australia. Scitech has a comprehensive range of approximately 170 interactive exhibits, through which it promotes its message - that science and technology are exciting, fun and highly relevant to every day life. A substantial proportion of Scitech's visitors are primary and secondary students on school visits. To achieve its educational objectives, Scitech offers school groups a choice of three different visit formats. Teachers select and book a visit type for their class or group according to the age and ability level of their students and the educational objectives of their visit. The main purpose of this study was to investigate the impact of a school visit to Scitech on generating positive attitudes towards science in students. More specifically, the study was designed to investigate the impact of various visit formats at Scitech on generating positive attitudes towards science. The secondary purpose of this study was to investigate students' preferences for a teacher regulated teaching/learning setting in class versus a shared regulated teaching/learning setting and their relationship to the visit format experienced and the observed changes in attitudes. Over two hundred students, from nine different Western Australian primary schools representing various backgrounds, participated in the study. The students completed the regulation of learning preference questionnaire and the attitude scale two to three days prior to their school group visit to Scitech. They filled in the same attitude scale two to three days after visiting Scitech. Analyses of the data from the pre-visit/ post-visit instrument showed that there were no overall changes in students' attitudes towards science as a result of a single school visit to Scitech. Thus it follows that there were no differences among the three visit formats at Scitech on generating positive attitudes towards science in students. However some changes on their own were significantly different - the personal confidence and perception of ability in science learning in students in two of the visit formats. With regard to students' preferences for a teacher regulated teaching/learning setting versus a shared regulated teaching/learning setting in class there were no significant differences between students' preferences, the visit format experienced and the observed changes in attitudes.