This study aims to analyze the characteristics of the responses and perception of policy implementers in regards to the reorganization of the District Office of Education (DOE). This study also aims to present the tasks of DOE and the implications on policy processes. In 2010, the Ministry of Education changed the name of the DOE and promoted the policies that emphasized the DOE’s function to support education fields and that enhanced the consulting supervision. For this study, supervisors and officials from the Metropolitan and Provincial Offices of Education (MPOE) and DOE were interviewed. The main findings are as follows. The name and structure of DOE has changed, but the policy implementers who performed their tasks and worked are the same as in the past. They expressed strong dissatisfaction with the centralized policy and the implementation of plans which were considered poor the distinctive nature of education and schooling. The supervisors and officials showed somewhat negative reactions, but some positive outcomes and spontaneous changes in efforts have been promoted. The educational thinking was confused with the interests of their own. Based on these findings, policy implementers’behavior and compliance are discussed, and the tasks for DOE and some implications for policy process are presented.