Science museum exhibits embody both content and form, and these aspects are not independent of each other. However, selecting the right form for a given content is not straightforward. This paper provides an example of how science education theory, specifically the notion of border crossing, can be applied to achieve an understanding of the immersion exhibit form. The argument proceeds by demonstrating how the characteristics of immersion exhibits, and visitors to them, classify them as microcultures, and examining the implications of this for exhibit design using a hypothetical immersion exhibit as a case. Finally, the generalisability of the findings is discussed as an example of applying education theory to exhibit development.