In a classroom if we ask the students the subject which they find it uninteresting one, most of them say Maths. They get knowledge in parts, so it is not very meaningful and they do not appreciate it. The students do not achieve a broad perspective of the subject The teachers are transacting the curriculum as prescribed. And that’s it! We are producing students who learn the same concepts prescribed in the syllabus by rote memorization and score good marks. But they are not aware of from where these concepts came up. They may know the formulae or the definitions but they are not aware of who was the one who thought of it. The answer lies in the quote given below. One can invent mathematics without knowing much of its history. One can use mathematics without knowing much, if any, of its history. But one cannot have a mature appreciation without a substantial knowledge of its history. -Abe Shenitzer The researchers of this study would like to take a step more, If you want to make an impact on someone such that he develops an appreciation for the subject, then pass it through the hidden curriculum such that he himself is not aware of the impact. That’s the essence of this study. It will employ such an approach of transmission of historical and cultural aspects of Maths through different co-curricular activities for the pre-service teachers. The study thus tries to ascertain the impact of this approach on the appreciation and attitude of preservice teachers.