This study draws a relationship between curriculum documents and classroom daily occurrences by describing how the curriculum document is enacted in the instructional context. The setting for the study centered on the daily life of two classrooms. Two inductee teachers were paired with mentor teachers as part of a collaborative project between a major university and five local surrounding school districts. Ethnographic domain analysis was used to categorize relationships established by the needs assessment instruments used in the study. The study found the existence of three types of curriculum previously identified in the literature review of the study (overt, hidden, and social), and also identified two more types (masked and unofficial), all of which relate to classroom daily occurrences. The overt curriculum refers to the specific, substantive material teachers convey to students. The hidden curriculum consists of values and norms that schools subtly teach without intending to do so. Social interactions that occur in classrooms between the teacher and students, or between students, comprise the social curriculum. Masked curriculum is identified as academic content that has not been identified previously in the formal state-mandated curriculum. Finally, the unofficial or teacher-constructed curriculum refers to content that is planned by the teacher, but is not part of the planned curriculum document. (JAM)