The purpose of this study is to explore what changes occur in a school site since Master Teacher System is legislated on June 29 in 2011. The previous studies insistently mention that legislation on Master Teacher System is most urgent. The authors have questions on changes legislation may lead to. To answer the questions, seven master teachers are selected in Gyeonggi-do who have been master teachers before legislation. To explore the meaning of the legislation, the research employs in-depth interview method. The result shows that legislation gives positive symbolic or emotional meanings to mater teachers. Legislation gives confidence, stability, justification, and more accountability to master teachers. However, it often causes conflicts with other teachers and administrators in a school. The master teachers still perceive that their position and rights are up to principal in a school even after legislation. The research results implies that legislation has limitations to clearly display the rights, the duty, and the position of a master teacher. To improve the current status and conflicts in a school, more understanding of the school members on master teacher system is needed.