Abstract
This study adopts the framework of transformative curriculum leadership theory, focused on one privatized school, the KIST (KIPP Inspired Schools in Taiwan) school, as a case study. The authors mainly utilize interview methods to explore the practices of principals’ transformative curriculum leadership in the KIST school, and find that the case of school principal leadership successfully integrates the interactions from the school autonomy, the local educational authority, and the private foundation into a driving force to develop a new educational model. Such results not only restructure the subjectivity of school education, but also effectively provide the reference framework for policy correction and solutions to the contemporary problems of rural education.