This chapter examines the hidden curriculum in STEM and STEAM (Science, Technology, Engineering, Arts, and Mathematics) education, exploring its impact on equity, inclusion, and student agency. It explores how unspoken norms, power structures, and disciplinary hierarchies shape students’ learning experiences, influencing their sense of agency, inclusion, and engagement with complex real-world problems. By making the hidden curriculum visible, educators can intentionally design STEA+M (A+ stands for Agency) learning environments that foster equity, inclusion, creativity, and meaningful participation. The chapter advocates for transformative practices, including critically reflective teaching, inclusive curriculum design that integrates diverse perspectives and interconnected ways of knowing, and alternative, student-centred assessment strategies. By fostering student Agency through inquiry-based learning, problem-solving, and critical dialogue, it calls for a shift toward equitable and empowering STEM and STEAM education that challenges dominant narratives, values diverse knowledge systems, and prepares all learners to tackle global challenges and contribute to a more just and equitable world.