<p>Architectural education encompasses a continually evolving process, where new insights emerge within the design studio that may not always align with what is written. Therefore, the approach to teaching architecture can vary from one studio to another and may extend beyond the formal curriculum through the involvement of various design actors. This article aims to identify and reveal the hidden aspects of design learning by exploring the hidden curriculum from the perspectives of the institution, instructor, and student through a three-stage case study. In this context, a nine-dimensional framework was developed, and the concept of the hidden curriculum was questioned through this framework. The findings indicate that the dimensions within this framework are integrated into design learning, both implicitly and explicitly, to varying extents. As a result, this study argues that a more inclusive, liberating, and ethically conscious approach in architectural education can be developed by acknowledging the hidden curriculum, establishing its framework, and encouraging its use as a pedagogical tool.</p>