The natural context for production and transmission of cultural heritage has been decreasing rapidly in 21^st century. Many of the kids no longer listen fairy tales, nursery rhymes (tongue twisters) from their grandparents nor they, in the general sense, grow up in domain of traditional culture. Dynamic culture elements’ losing of natural area of usage in daily life and the rapid oblivion of intangible cultural heritage elements in the shade of tangible cultural heritage elements such as palace, bridge, mosque and various archeological sites especially reveal the necessity to include ICH in process of education. The article 14 titled “Education, awareness-raising and capacity building” of The Convention for the Safeguarding of the Intangible Cultural Heritage emphasizes the inclusion of ICH in education programs in formal and non-formal education. As transmission problems mostly appear in formal education, this type of education has rather been pointed out. Within this scope, the course of Folk Culture which appears in the curriculum of elementary schools (6-8^th grade) since 2006 as an elective course is an important step. However, inclusion of applied folklore (which aims to help productions of folklore get a new function in social life) in process of education is crucial for the success of education. Museums that have been designed accordingly and focus on transmission through experience are one of the most important spaces to contribute to visibility of ICH in processes of education. Therefore, it would be possible for cultural heritage to remain on the agenda as an element of performance rather than a lifeless factor and for ICH to be an integral part of education in museums which specify application models planned in line with five domains of ICH Convention and one-to-one participation based on touching and practice as their fundamental principle.