This paper discusses how physical educators contribute to social injustice and inequality through the hidden curriculum. Often, physical educators perceive their roles as independent from the broader social context. As such, they rarely analyze the sociocultural implications of teaching. This paper examines particular hidden social concepts, patterns, and characteristics that often are taught in physical education. These concepts, patterns, and characteristics reinforce the prevalent hegemonic ideology which, in turn, serves the interests of the dominant groups at the expense of the dominated. The intention of this paper is to raise awareness about how the hidden curriculum in physical education affects students' and teachers' lives. Ultimately, the aim is to open windows of transformation and possibility in an attempt to create a more just and equal society through physical education.