The “hidden” ethics curriculum in child and adolescent psychiatry training programs is omnipresent and it is to the advantage of training programs to acknowledge this and address the potential negative impacts on the training process. This Clinical Case Conference focuses on the negative messages transmitted in the hidden curriculum, which promotes acceptable, in contrast to ethical, professional behavior. Participants recognize factors that contribute to learning and collegiality, understand the variety of ethical considerations that underlie desirable resident-faculty conduct, and are aware of ethics and educational resources that endorse and encourage the creation of openness between faculty and residents that results in improved program cohesion, resident education, and patient care.