There are still a few unanswered questions regarding teacher professionalism. Are teachers really responsible for the crises at schools? Will professionalization of teachers solve the entire problem in American education? The American society is willing invest for a better education for the next generation? Will it be feasible to establish national standards for teachers or national educational goals? There is another contention that the preoccupation with professionalizing teaching draws attention away from more fundamental problems of schooling in the United States (Burbules & Densmore, 1991a). There is an inevitable link between the school and society (Ayers, 1990). So far, American education toward the social circumstances around the schools was nonjudgmental and many policy makers tried oversimplified approaches to the problems in the society. We need to have a clear sense of fundamental purposes in schooling (Delattre, 1993). In addition, we need schools with professional teachers with expertise, commitment, and leadership. Parents should at least prepare their children for schools. Raising professional standards and improving teacher preparation programs will have little effect unless teaching becomesa more attractive career (Ambrosie & Haley, 1988). While professionalization of teaching is only made possible by a confluence of social, political, and economic circumstance (Burbules & Densmore, 1991a), we need to develop a sense of a community centering around a school among administrators, teachers, students, and their parent.