Purpose: This study was to explore the difficulties and the improvement of the organization and implementation of school based curriculum development(SBCD) in elementary school. Method: To this end, in-depth interview with 10 elementary school teachers and three times’ Delphi with 25 school experts and researchers were conducted. Results: As a result of the interview, formal school curriculum organization, work-oriented utilization, and passive teacher participation appeared. As a result of the Delphi survey, the difficulties in understanding and preparing the school curriculum, the opinions of the educational community, the appropriateness of the contents of the curriculum, the use of the school education plan, and the support area were analyzed. To consider these opinions, paradigm shift, creation of teacher participation condition, improvement of curriculum professionalism, restructuring of school curriculum, improvement of policy and support system were suggested. Conclusion: The results of this study were discussed in terms of meaning and scope of curriculum autonomy, teacher's concern and professionalism, and organizational culture. The meaning and scope of school curriculum autonomy and the role of school must be clearly defined. As well, the types and cases of various curriculum development, strengthening human resource capacity, improving administrative support, teacher consultation and sharing culture were suggested.