Although features of hidden curriculum (implicit value systems) in higher education have been extensively researched (Snyder, 1971; White, 1988), few studies have undertaken research that explores hidden curriculum using curriculum theory in conjunction with Systemic Functional Linguistics. The present study explored the hidden curriculum implicit within descriptions of Teacher Education (TE) programs on three Ontario faculties' webpages. The study drew textual data from open source documents and webpages that are publicly accessible on websites (i.e., from the Ontario College of Teachers'; Ottawa; Queen's; and Nipissing Universities). Analysis focused on, 1) the Commonplaces of Curriculum (Connelly & Clandinin,1988); and 2) Systemic Functional Linguistics: Mood, Transitivity, and Theme (Halliday & Matthiessen, 2004; 2014), to identify the recurring patterns of emphasis and de/emphasis in the texts. Findings suggested that features of the market-oriented value system constrain the inclusive, and diverse pedagogy that is prevalent in teacher education programs. Implications are discussed.