This chapter will explore the "shadow curriculum" (a term used by those who question the assumption that direct selling to students who are compelled to attend school is questionable on several levels--ethical, moral, and democratic) and its connection to media literacy. The author first summarizes the kinds of marketing in schools that have become commonplace, including exclusive sales agreements between school districts and businesses, advertisements posted in schools and buses, and advertising forced on students and teachers through mandated television viewing. She then moves to a more in-depth examination of the shadow curriculum as it affects teachers' decision making regarding curriculum, when such decision making is directly affected by the marketing of curriculum packages to teachers and administrators in public schools. Often the curriculum packages, whether sponsored by corporations intent on promoting a particular point of view or by education companies (who all too often also promote a particular point of view), are multimedia productions that include books, CDs, and websites as part of their package. The role of media literacy for teachers is an important one. Rather than dictating choices to be made when choosing curriculum materials, critical media literacy can help teachers and administrators see beyond the surface messages carefully planned to appeal to teachers (and administrators) as a whole. Media literacy includes not only looking at curriculum materials, but also examining the school environment itself, including the curriculum, the hidden curriculum, and the shadow curriculum.