Liberal Studies has been established as a mandatory senior secondary school curriculum in Hong Kong since 2009. As one of university-entrance required subjects that aims at developing students informed understanding and decision-making, Liberal Studies requires teachers to adopt critical thinking training and multiple perspectives in teaching and learning. Since then, Liberal Studies teachers and their students inquire into controversial issues about Hong Kong, modern China and globalization. This innovative and inquiry school curriculum, however, has been criticized as one of the culprits of making Hong Kong’s youths active participants in unconventional civic participation. In recent years, the pressures from the pro-establishment camp of the legislature have argued for either changing it from mandatory to elective curriculum, lessening the examination requirements, or relegating it from graded to non-graded assessment status. All these, if carried out, will possibly make Liberal Studies exist in name only, not to mention already causing uncertainties and bewilderment among teachers and students. This paper shall review the development and debates surrounding this innovative and inquiry curriculum. It will possibly shed some lights on how an invisible climate of authoritarianism can exert impacts on a school curriculum. Copyright © 2020 Charles University.