Theaim ofthisstudy istoexploreexperiencesofasenseofcommunityandconflictsamong values within schools which pursue strong educationalcommunities.Socialsolidarity,individual autonomy,commonality,diversity,caring,and justice areimportantvaluesin schools but,often, these are in conflicts. In some schools, strengthening educational communities leads to harmonization ofthe diverse values and satisfaction ofcommunity members.However,in other schools,why doesemphasizing communitiesresultinconflictsamongthevalues?Toanswerthis question,thisstudyadoptsaqualitativeresearchmethodandtakesthecasestudyoftwoKorean high schools.SchoolA shows characteristics ofthemutualcommunity in which diversevalues areinharmonybecausetheschoolmembershaveasharedvisionthatcherishesdemocraticminds along with individualautonomy.Theschool,also,hasthepropersystemstoputthevaluesinto practice and the culture ofmutualrespectand trust.SchoolB reveals characteristics ofthe individualcommunity in which diversevaluesarein conflicts.In thecommunity,peopleconsider the community as an instrumentto maximize their individualinterests.The members ofthe SchoolB wanttoenjoyindividualautonomyandintimacyamong members,butin theschoolthe culture of interdependence and responsibility has not been established enough so that they experiencetension among values.Thisstudy shows,when aschoolhasashared clearvision,a communication system valuing individual autonomy,and the culture of trust and caring,it becomesthemutualcommunit