This study investigates the role of teachers’ and students’ acceptance of a learning approach within the Science Center To Go system. Science Center To Go specifically makes miniaturized Augmented Reality exhibits available out of science centers. In this paper we focus on a qualitative teacher- and student-centered evaluation of the technical acceptance and pedagogical effectiveness of the system. The study indicates that acceptance is high in general and that pedagogical effectiveness is very positive rated. It also shows that a meaningful evaluation of such a system in a real school environment heavily demands prototypes with extraordinary usability and robustness, to be fully reliable for teachers.