In addition to the official, formal curriculum, educational institutions also implement a hidden curriculum for which can be said to be an unwritten, implicit curriculum that will as such significantly determine the atmosphere that prevails in a particular educational institution. Research and analysis of various sources have shown that the hidden curriculum determinants are the culture of the preschool institution, implicit pedagogy and personality traits of the preschool teacher, as well as the way in which preschool teacher organizes educational work. In order for the atmosphere of the educational institution to be optimal for the life, growth and development of children, it is necessary to bring hidden curriculum determinants under control and harmonize them with the official curriculum. It turns out that in this process a great role is played by the experiential learning of preschool teacher, which is the essence and basis for reflective practice by which the preschool teachers will be able to critically look back at their own and others' educational work and see the impact of hidden curriculum, on their own professional actions and professional actions of their colleagues. Reflective practice will offer preschool teachers to change their previous educational practices and to generate new approaches to it, which will be in line with the established shared vision that will help them maintain the direction of progress of their educational work, this time more resistant to falling under the influence of hidden curriculum determinants.