IntroductionThe following literature review is an analysis of a number of components of the hidden program, as it was initially conceived in the literature and as it has evolved developed over time. As the adjective suggests, such a curriculum is not obvious and could be understood as the weak point of the more apparent compulsory curriculum. The conversation about hidden curriculum addresses provocative questions of power, authority, inequity, control, and political suppression of social class. The concept of a hidden program is itself occasionally hidden in the literature. Competing Concepts of Hidden Curriculum The notion of hidden curriculum was created to discuss the implicit or unspoken values, norms, and behaviors that are present in the educational setting. Although these expectations are not explicitly communicated or written in formal documentation, the hidden agenda consists of the application and tacit promotion of particular professional norms, behavioral patterns, and social beliefs while navigating experiences and/or a learning environment. Once a hidden curriculum is revealed, it can then be manipulated, modified, and negotiated, which can ease learner transitions, improve academic achievement, promote empowerment, guide design, and inform practice. The literature has given rise to some debate about the word “hidden” and its relevance in this context (Vallance, 1973). Some have debated whether the word causes deliberate or intentional harm on the part of the educator, while others suggest that it only symbolizes a descriptor of that which is not apparent or revealed (Cornbleth, 1984) . Vallance (1973) suggests that there are three dimensions. of the hidden curriculum: (1) Schooling contexts, including classroom structure...... middle of article...... the curriculum can reveal through an assessment of the environment and Unplanned and unintended interactions between teachers and students that exhibited critical pedagogy. Literature on the competing concepts of hidden curriculum, hidden curriculum in K-12 contexts, and combating hidden curriculum as an oppressive force was presented. Additionally, this literature review showed that each theorist took a vital point in their deliberations, primarily in uncovering how the pedagogical practices of schooling socialize and inform students. Finally, several theorists affirm that the demands of the middle and upper classes dominate throughout schooling. Mainly, the notions of resistance and hegemony are essential in the evaluation of hidden agendas. For this reason, when observing the hidden curriculum, researchers should focus on them..