Hidden curriculum studies on classroom experiences in schools have been paid little attention on upper-class students, and an elementary school principal's daughter as a participant can manifest this special phenomenon. The field study aims to analyze the hidden curriculum of the classroom experiences on a class with a principal's daughter inside by understanding 5 facets: interaction between the teacher and students, interaction among the students, the teacher's expectation, learning experiences, and class regulations and activities based on which the hidden curriculum is analyzed. The study comes to significant conclusions as follows. First, there is a phenomenon of silence and resistance for the upper-class student in the classroom. Second, the upper-class student carries out her efficient learning through rich capital. Third, cultural capital is the key to continually create predominance for her. Forth, although she is conscientious and responsible for her work, she still has much external life pressure. Eventually, structure-oriented hidden curriculum is still given priority in the upper-class student's classroom experiences.