Curriculum is a representation of the ideas that drive music teachers' decisions in their planning and instruction. Yet some components of curriculum are never written down but are prevalent in a music teacher's instruction; these components are often called the null or hidden curricula. This article considers what these curricula are, how they play out in the classroom, and what the implications are for students if they go unchecked. Specific teaching examples highlight vignettes of the impact of these curricula for both educators and students. Finally, music educators are invited to consider ways to become aware of these curricula and take steps toward creating more equitable and inclusive spaces.