This study presents pilot data using an instrument called the Implicit Factors Survey (IFS) that is designed to measure factors within the implicit curriculum, or the educational environment in which the explicit curriculum is delivered. The implicit factors explored included community, diversity, faculty advising, and support services. Also included in the IFS were field and academic experiences. Sixty-four graduating MSW students completed the survey, and descriptive data and qualitative data were collected for each of the measured areas. Several important findings emerged from the data, including the variability in the quality of classroom instruction that students received and the comfort level that students felt in expressing their political or religious views. Implications for social work education and research are discussed.