The purpose of this article is to investigate how to establish the school and community relationship to enhance the success of One-Nine Year Consecutive Curriculum Reform. The roles of school principals, teachers, parents and community residents have been addressed. Firstly, the school principals should adjust their leadership styles, build up the school and community vision, strengthen their professional leadership, and promote the communication between school and community. Secondly, teachers' roles include their professional development, parents-teachers' education, teaching and counseling, participation in community and provision of services. Thirdly, parents and community residents should play a more active role in participating school affairs and keep good relationships with teachers. Fourthly, school and community should find feasible strategies to share resources with each other for the best mutual interest. We hope that One-Nine Year Consecutive Curriculum Reform can find its way through the cooperation of school principals, schoolteachers, parents and community residents. Hopefully, One-Nine Year Consecutive One-Nine Year Consecutive Reform can form a platform for the benefit of school and community.