The purpose of this study is to propose the directions toward individual school curriculum management by investigating perceptions of teachers who work in technical high school of self-regulated curriculum management. For this study, questionnaire method was used to teachers who work in technical high school of self-regulated curriculum management. A total sample of 260 questionnaires were sent, and the return rate was 205 case(78.55%). The data analysis was conducted using the program SPSSWIN(Ver8.0). The major findings in this study are as follows: 1. Most teachers think it affirmative to introduce self-regulated curriculum as one of the methods to solve the problems of technical high school. But the reason is only that there is need to change the technical high school at any cost. Their answers are that there is no other alternatives. In other words, They seem to be indefinite for concrete way and idea. 2. Most teachers have taken part in discussing and deciding the tentative plan of the self-regulated curriculum. About discussion and making-decision method, their participation is considered low. So is the process of collecting and deciding idea. Each result appears contradictory, with undemocratic making-decision process. For these problems, discussion with teachers of each subject of special study should be activated rather than with committee who have decided basic curriculum. 3. They indicate that self-regulated curriculum will cause complexity and confusion in curriculum and school management. Also the first thing that the technical high school do most, they think, is to develop various course-guidance. Other urgent considerations are: how to give individual school more discretion involved in school management(54.7%), how to solve the problem about time and financial resource requiring for curriculum reconstruction(64.2% ), how to Produce experts to develop regional curriculum(46.8%).