In terms of ethics, the study deals with the hidden curriculum in terms of teaching programs. The aim of the study is to reveal the context in which the practices related to the teaching of values in the curriculum put into practice are handled. The phenomenological design, one of the qualitative research methods, was used in the study. Five different focus group interviews were conducted with forty-one participating teachers from various disciplines working in secondary education institutions in order to reveal the teachers' understanding of the treatment of concepts related to ethical values in their curriculum. Semistructured interview form was used in the interviews. The characteristics of the environment in which the individual performs his / her behaviors and how these characteristics affect his / her behavior have been examined with a holistic approach and the results of the research have been interpreted within the scope of this approach. These themes are divided into 29 categories and shown within a model. The most obvious ethical values that the school should be built on are justice and events that can be designed in accordance with the school ethical values, and the appropriate categorical are the activities for their views with their teachers and the appropriate resource categories are their behavior at school and in class, curriculum and times, teacher as a role model, social structure, environmental Impact as a social structure. Ensuring that the legal difficulties in front of teachers to use different course materials and contents in lesson activities are overcome will support the functioning of the hidden curriculum and pave the way for new and different learning.