It is pleasant to have an opportunity to deal with the subject of interpretation in nature conservation at a time when so many diversified and often ingenious efforts over the years are becoming formalized into systems with specially trained personnel supplied with specific and reasonable budgets to enable them to really get on with the job. Preparations for the writing of this paper have led to the decision that education in nature conservation, although unquestionably running as a thread throughout most of our interpretative efforts is truly a very different approach.