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This thesis examines the effects of public art and the role of art education in public art through a case study at the Swedish Employment Office’s accounting department in Kristinehamn, where the Swedish Public Art Agency recently placed a new art collection. A staff survey showed that the art has positive effects such as improving the work environment and increased wellbeing. However, effects are stronger and more positive for respondents with interest and prior knowledge about art (high aesthetic fluency), while respondents with low aesthetic fluency prove to be more indifferent to the art and express difficulties understanding abstract and non-figurative artworks. The art collection does not create a local connection - the art agency’s efforts to include local artists and the theme of work remain unrecognised by most of the staff. The art is also not experienced as particularly meaningful or as encouraging critical thinking or dialogue. Instead, it is mainly seen as decorative and pleasing.The case study continues with a participant-oriented art educational activity in the form of an art conversation. Paul J. Silvias appraisal theory gives valuable insight into how interest in art arises and what is needed to actively foster more interest. The art conversation creates curiosity and teaches tools to handle the complexity of artworks in a group. The activity results in a deeper experience and understanding of the artworks, an active discussion among the participants, sharing of knowledge within the group, and increased interest in the art collection as well as art in general. This shows that art education is important for the experience of public art, reaching a broader audience and fulfilling national goals for public art. Despite this, art education is widely unprioritized and underfunded at various public art agencies in Sweden, and many existing educational activities are aimed at an audience interested in art, often in major city areas. The thesis concludes wi