In this piece, I argue that the marginalized status of ugliness in the field of aesthetics, particularly in aesthetic conversations in the broader field of curriculum, is indicative of an as-of-yet unexplored source for understanding our societal values. The fact that we do not talk about the ugly is reason to believe that there is "something" that we do not want to talk about, and whenever such is the case, there is often a deep-seated reason as to why. I begin by establishing the case that ugliness is, in fact, a marginal idea in aesthetic conversations. From there, I explore notions of ugliness as interruptive; the treatment of the physically ugly and its implications; and ugliness of thought, both emotionally and through purposeful philosophizing. While I relate each of these back to the study of curriculum within their own sections, I also move forward to explore what an ugly curriculum may look like, utilizing the concept of asymmetry as a grounding ideal.