Demonstrated though the illustration of uneven distribution of benefits, disproportionate representation of diverse populations, and the perpetuation of negative perceptions and biases, the fields of outdoor and environmental education have fallen short in providing inclusive and equitable experiences. Though efforts to address discrepancies can be explored through multiple avenues, the present study centers on understanding the presence of hidden curriculum within the Leave No Trace Master Educator Course. Distinct from the overt curriculum, the hidden curriculum includes both positive and negative implicit messages taught alongside the written goals and objectives. Through a qualitative thematic analysis in which interviews with course instructors were coded inductively, we identified the presence of 18 elements of hidden curriculum. Though half of those elements support positive additional knowledge, skills, and attitudes, the remaining half showed the presence of learning and messages related to knowledge and attitudes that may negatively impact learners and contribute to inequities within the field.