The aim of this paper is to distill the operational mechanisms of community schools in rural area through topic-centered life history research of school teachers who had successfully operated school-community linkage. The specific results and conclusions are as follows. Firstly, the school teachers as research participants had transformed existing schools into community learning centre or hub to link school and community. Specifically, they had expanded social capital of students. Also, they had become a trigger to build a community school, and had maintained democratic governance to make a successful community school. Secondly, the participants had connected ways of knowing and living in the community with official school curriculum to make a school-community linkage and partnership. They had realized community school curriculum by personal and material resources of community. Also, they had regarded community as an alternative curriculum, and had stressed learning centered curriculum and instruction, which is based on basic and fundamental education. Thirdly, the teachers in community schools had endured the ambiguity of linking school with community by endless commitment and waiting. And they had pursued the sustainability of community school through empowerment and trust to colleagues and parents. The results of this paper will be a guideline and example to make a school-community linkage and partnership in rural area through capturing operational mechanisms of successful community schools.