This study dealt with major curricular and pedagogical theories relating to concepts of transformation. It portrayed a history teacher's teaching in a high school with observation and later interviews with the teacher and students. Through the results analyzed, it showed that the teacher covered four dimensions of transformation in her teaching: aims of teaching, knowledge of the discipline of history, textbooks and teaching materials, and teaching methods and strategies. It also found that her pedagogical approach was mainly built up from her own professional expertise together with her experience of long years teaching, largely from humanity and literature approach. This brought up an issue as whether the pedagogical freedom and intuition should be further discussed, with an aim to limit them within the border of the course which has been originally based upon.