This paper is probing into the hidden curriculum the students have learned from the Recommendation and Screening System of Higher Education Entrance Exam. To understand the mechanism behind the function of the Recommendation and Screening system, focus group interviews were conducted. The conclusions derived are as follows: 1.only academic achievement being deemed to be the key to success; 2.the poor students being disadvantaged in this system; 3.the schools being classified; 4.the students’ choices of universities and departments being interest-oriented; 5.the students’ attitude towards study being guided by practical concerns; 6.there emerging the pretentious values that the goal can be achieved even by fair means or foul; 7.one who is preparing for the exam having privileges; 8.the students being seen as winning honor when they are accepted by the famous universities; 9.peer relationship becoming competitive; 10.there emerging the unjust value that everything can be negotiated as long as one is accepted into a university; 11. there emerging the sense of guilt for the disorder in the classroom; 12.the students having acquired the fawning skills and attitudes towards the entrance examination; 13.the appearance preceding the essence; 14. the poor English being disadvantaged in this system. In the concluding paragraphs, attempts are made to provide some advices for the ministry of education, the departments of universities, and the senior high schools about the revision of the policies of the entrance system and the counseling of students entering university.