Exploring the hidden curricula of the seventh years of elementary schools whose level of success' are different from the point of classroom environment

One of this study?s aims is to define the elements of hidden curriculum that appear during the classroom experience process. The other aim of this study is to determine the elements of hidden curriculum while practicing teaching elementary math program. First of all, in the study, conceptual framework was developed regarding the aspects of school and classroom climate of hidden curriculum. Conceptual framework was used both in creating interview questions and in coding the data acquired by interview and observation.This study, showing qualitative research characteristics was done as a case study. This survey was fulfilled in three schools having different success levels. A class was chosen from 7th grades in each school. Each chosen classes was accepted as a case and disorganized data was tried to be obtained. Some interviews were done about classroom climate to determine hidden curriculum elements and observations were made during the practice of the elementary math program. In the analysis of acquired data descriptive and content analysis methods were used.Some facts obtained about classroom climate are these: classroom climate is the thing that makes the difference in success. Teachers exists in class as an authority and source of power. Students have learnt that in the case of not obeying the rules some unwritten sanctions can be imposed to them by the teacher. Students find their knowledge and thoughts less valuable compared to their teachers?and change their minds seeing that.Key Words: Hidden Curriculum, Classroom Climate, School Success