When the National Museum of Beirut was inaugurated in 1933, the Lebanese public was surprised to learn that it fell under the Ministry of Education and Fine Arts. Yet this administrative locus spoke volumes about the intersections of education and tourism, inasmuch as the new mandated territory of Greater Lebanon (Grand Liban) now needed to be displayed, even marketed, to both newly-minted “Lebanese” as well as the French mandate authorities and foreign residents – both Arab and non-Arab – in Lebanon. It was also, in many ways, a logical culmination of the overlap between national education and tourism that was cemented over the 1920s and 30s, as the authors of new textbooks of Lebanese history were the very same authors of tourist brochures used to promote Lebanon to both western tourists and Arab visitors. At the same time, school curricula began to include field trips in which students became tourists. This paper investigates the processes by which the content of education in schools, and the content of tourism and process of national branding, co-constituted one another. In part, it will show how the quarters of the public actually learned about this new place, Lebanon, from the museum’s displays and narratives of national space and time, and how those narratives informed educational content in schools. Historiography of both tourism and education rarely discuss them in relation, or in conjunction to, one another. Drawing on the press, tour brochures, student memoirs, and school curricula, this paper will show how tourism and education were in fact “conjoined twins” of the mandate era in Lebanon.