This paper defines the "invisible pedagogy," a teaching model used in British infant schools, and discusses its relationship to middle class culture, working class culture, and "visible" pedagogy. The invisible pedagogy is characterized by several features including (1) implicit rather than explicit control over the child by the teacher; (2) reduced emphasis on the transmission and acquisition of specific skills; (3) relatively free activity by the child in exploring and rearranging an environment arranged by the teacher; and (4) use of many diffuse criteria to evaluate the pedagogy. It is suggested that the basic concept of the invisible pedagogy in infant schools is play, which socializes the child while he explores and allows the teacher to evaluate his development. Theories of learning which are consistent with the invisible pedagogy are described in general terms. The differences between visible and invisible pedagogies are described as reflecting an ideological conflict between the old and new middle classes, and the social significance of the invisible pedagogy is said to differ according to the social class of the child. Problems arising in the transition of children from homes to preschools with invisible pedagogy, and from these preschools to secondary schools and universities with visible pedagogy, are discussed. (BRT)