The hidden curriculum refers to implicit values and norms that learners experience through the culture of educational institutions. The present work is aimed at scrutinizing the hidden curriculum in architectural education and analyzing its motivating factors. Accordingly, the qualitative content analysis method was adopted in order to assess the lived experience of twenty-one undergraduate architecture students in Iran- Ilam. According to the findings, the four motivating factors of ‘knowledge’, ‘vision’, ‘preparation’, and ‘observation, play a pivotal role in the formation of this curriculum. The framework of this study can be potentially extended to other disciplines, as grist for further work.
