This study explores the potential existence of an implicit, hidden curriculum in basic law enforcement training that may impact students' values, beliefs, attitudes, and behaviors. The hidden curriculum refers to what students learn from their school environment, teacher and peer relationships, and the education system. If such a curriculum exists, it can influence the overall performance of police officers. A qualitative-based phenomenological design was employed to examine shared experiences to achieve this goal. The research instrument consists of semi-structured questions posed to six Newark Police Officers for no more than 60 minutes. The study will explore how a hidden curriculum in basic law enforcement training impacts law enforcement values such as courtesy, respect, and integrity. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]