This qualitative study explored the experiences and perspectives of educators teaching children and youth about contemporary art in museums and galleries across Canada. Data were collected in semi-structured interviews with six museum and gallery educators. These educators were selected, through purposive sampling, for their professional experience and ability to speak to the role of modernist models of aesthetic development in contemporary art education. This study focused particularly on Michael Parsons’ five-stage model of aesthetic development, which was published in 1987. The findings section explored the participants’ goals and values in art education, as well as their teaching strategies. Theories and models of aesthetic development were described by the participants as not aligning with their goals, values, and teaching strategies. The data indicated that the participants did not view modernist models of aesthetic development as relevant to their work with children and youth. It appears that contemporary children are capable of engaging with more diverse types of art than Parsons’ model appears to suggest. The participants described shifts that have taken place in museum and gallery education in Canada over the past three decades. These shifts indicated some possible reasons why modernist theories and models of aesthetic development did not play a significant role in the participants’ professional practices. The implications these shifts may have on art education were explored, and the advantages of contemporary approaches to art education were identified.