This study aimed to analyze the nature of power in the classroom from the perspective of the hidden curriculum. The theoretical framework was grounded in French and Raven’s typology of power, which identifies five powers: legitimate, reward, coercive, expert, and referent power. An explanatory mixed-methods design was employed. The research population consisted of lower secondary schools in Esfarvarin city during the 2022–2023 academic year. In the quantitative phase, data were collected through a questionnaire using a survey method and random sampling. In the qualitative phase, the Delphi technique and purposeful sampling were applied, and data were gathered through semi-structured interviews. The findings revealed that teachers most frequently relied on expert power, legitimate power, and reward power in classroom settings. These results highlight the critical role of teachers’ professional knowledge, expertise, and ability to reinforce desirable behaviors through rewards in effective classroom management. In contrast, referent power and coercive power were used less frequently, indicating their comparatively limited influence on classroom management practices.