The writing investigates the impoftance of school-based cuniculum (SBC) in line with the issue of democratizing schools. The emergence of this relatively new curriculum seems to have encountered the fact that not all teachers are accustomed with independence and innovative habits to design their teaching and other educational roles. lf such an issue cannot be anticipated, this curriculum in practice seems the sarne as the previous curriculum which tends to ignore teachers' instructional initiatives. At this point, feachers appear to be passive practitioners rather than to be creative teaching designers. This circumstance can become a barrier to create a more qualified school. ln order to maximize this existing curriculum's impact on building teachers' and schools' capacities, by making use of a couple of related references, this rtudy ties to analyze the nature of SBC, strategies of optimizing teachers' educational innovation and roles, and possible efforts to project a schoo/ as a democratic miniature society. Having analyzed some conceptual perspectives, this study shows that SBC is more than giving teachers opportunities to design their teaching practices but, inrtead, promoting their autonomy to make pafticular educational decisions. As well as improving their own teaching design quality and innovation, teachers need to be suppofted to build on their wide range of educational cooperation with other colleagues in regard to either their teaching practices or professional development. Besides, SBC will be practically enhanced if such democratic values as freedom, openness and equality are to be institutionalized in a school. Thus, teachers' capacity and institutional democratization are fundamentally strategic to implement 5BC.