The world of extracurricular learning spaces unjustifiably falls outside the scope of mainstream educational research: resources that focus on researching extracurricula are few and far between. In the arena of extracurricular activities, one continuously encounters phenomena such as dynamic shifts in individual and collective development, sudden bursts of motivation, significant and often unexpected emotional upheavals, transformations in the patterns of in-group communication, and the like, all of which indicate the fulfillment or failure of pedagogical functions as well as the manifest, hidden and latent nature of certain influences. We argue that that when organized in a pedagogical context, especially and mostly outside the school itself, the extracurricula are also characterized by hidden learning objectives and outcomes that can be described by the concept of the hidden extracurriculum, taking the cue from the notion of the hidden curriculum.