A reconceptualization of the roles of teachers is necessary with changes in the future education environment and curriculum autonomy. In particular, teachers are expected to design and operate school-level curriculum as the national-level curriculum is simplified or decentralized in future schools. The purpose of this study is to explore teachers’ professionalism, roles, and visions as school curriculum designers and developers with changes in the future education environments. We explored possible scenarios for future schooling in 15-20 years and teacher professionalism required in the future school through in-depth interviews and meetings with 23 experts. According to the results, the experts regarded ‘the transformation or reconstruction scenario’ as highly possible and desirable, followed by ‘the market scenario’. The components of teacher professionalism for future schooling suggested by the experts include the following: understanding of human change, relationship with others, subject matter knowledge, teaching expertise, key competencies, assessment expertise, etc. Teachers in the future school are expected to actively reconstruct school-level curriculum, and therefore they should change the school into a learning community to respond to the demand. Discussed in the conclusion are several ways to use a teacher learning community to meet the demands of autonomous school-level curriculum reconstruction including assuring teachers’ learning community activities, networking with other learning communities, and performing research community roles.