In this essay, I focus on various curricular practices of Indian schools. I discuss curriculum not as the declared, intended, or tested curriculum, but as the experienced, taught, and learnt curriculum, or what may be observed by an ethnographer sitting for the whole school day in various classrooms as the sum total of the processes that are going on under the school roof. Then the “hidden curriculum,” as the name implies, includes the non-explicit, implicit, unstated things that are also being taught to children in school along with the explicitly stated curricular subjects. This hidden curriculum is always present and relies on the structures and processes of schools, including spatial layouts, language use, interrelationships, rituals, and symbols. I highlight the importance of the curriculum, including the hidden curriculum, and mark the change in it over thirty years.