Failures of curriculum reform in western countries such as the UK and US in the 1960s and 1970s demonstrated that deep changes in school organization and administrative systems was a must to any successful curriculum changes. In the wake of these failures came the large-scale school restructuring and school improvement movements. These new reform tides, shifted the focus to school structural change. The real business of schools-teaching and curriculum, however, has under-addressed in most school improvement reform initiatives. With the informative framework of three types of curriculum implementation, this paper attempts to explore the orientation a school should adopt in the process of school improvement, towards the end of improving students' achievement.