Self-guided tours for museums require authors to define a learning objective, research content, design graphics, and implement inclusive interpretive methods. However, museum education literature does not provide clear, comprehensive direction for these complex projects. By recounting the development of a self-guided tour of Judiciary Square for the National Building Museum in Washington, DC, this thesis assesses the value and limitations of theoretical literature in practice. It introduces additional research methods and approaches to address project components that museum education literature overlooks.