With reference to the concept of ‘hidden curriculum', this study aims at providing a critical approach to an assumption in the educational context. It is this assumption that advocates education is to be presumed not as a limited process that has been realized and accomplished within the borders of classrooms but also encompasses each and every activity or interaction provided and experienced within the living space of an education organization. In this study, at first step, the place and the interrelation of hidden curriculum among the other curricula are described. In the next phase, the relationship between hidden curriculum and education is discussed. The study is furthered by picturising how the teacher as the active participant of the action-area is formed/transformed by the phenomenon of the hidden curriculum and discusses the teacher stance accordingly. The study ends by offering suggestions for improving quality education.