A school is an educational institution where teachers impart knowledge and skills to students, but also express their views, values and thoughts. Sometimes in the process we find hidden messages that have a big impact on developing a student’s personality, character and affinity. There is little talk about the hidden curriculum because it is not defined and formally written, but it is strong and crucial for the development of every student. The culture of the school therefore consists of an equally important official curriculum, but also an unofficial hidden curriculum. The hidden curriculum itself is most influenced by the teacher within the classroom, but outside it is influenced by all participants in the educational process. Students develop and socialize the most through hidden messages within the school that can have a significant impact on their future performance within the community. The hidden curriculum can be a great tool for educating students who will contribute to the community with their personality in a unique way, when used correctly. Therefore, it is very important that every teacher is aware of the existence of a hidden curriculum and its key role in it. The aim of the research was to find out the attitudes of teachers towards the conceptual content of the hidden curriculum with regard to gender, age and years of teaching. Then, to examine whether teachers notice the influence of the hidden curriculum on the teaching of Music Culture and to determine which elements by their action as a hidden curriculum, influence the teaching of Music Culture.