The purpose of this study is to explore the issues and tasks of the high school credit system. Framework of the analysis is based on the multidimensional educational policy analysis of Cooper et al. (2004: 7), and the focus group interview (FGI) is used to draw a conclusion by revising and complementing the subject of this study. The main conclusions are as follows. From normative dimension, it is necessary for students to design the essential competencies for future society on their own presenting feasible plans and promoting the reliable policy is necessary as well. From structural dimension, it is necessary to guarantee the connection with college admissions; to support the provision of the in-school curriculum which can break down the barriers between schools and exert the competence of the students; to implement of the quota system of administrative work; to activate of the teacher learning community; and to expand of the learning community of the student council. From constitutive dimension, it is necessary to actively promote firm commitment for reliance on government policy, to focus on support as a consultant, and to carry out function of the curriculum coordinator for supporting customized students. From technical dimension, there are needs to instruct students’ career and to select their own curriculum and subject individually. Also, complementation of process from introduction to implementation and responsibility of the result are necessary as well. From Ethics and social justice dimension pursue the autonomous value of one’s career design and the support of one’s growth. Also, ethics and social justice require cabilities to normalize a school that helps build the social trust. Furthermore, they should ensure the value of educational justice that demands fairness, transparency, professionalism, and creativity.