The purpose of this paper is to explore the principles and conditions for building educational community in and around schools. It examined the literature relating to educational community. Based on the literature it summarized perspectives on community. They are liberalism, communitarianism, and alternative perspective which is to synthesize liberalism and communitarianism. The alternative perspective suggests that it is possible to balance the integrity of the individual and the necessity of committed relationship. Etzioni points out that authentic communities are responsive to the “true needs” of all community members as reflecting the appropriate balance of order and autonomy. Educational community should have the features such as caring community, democratic community, community of learners, professional community, and community of leaders. In a caring community teachers care students in all the educational activities. Caring means doing everything possible to enhance cognitive, developmental, and social needs of students as persons. In a democratic community students share a classroom rules and the obligation to live this rules in their every day lives. In a learning community all the members are free to learn, reflect and dialogue for inquiry and adventure. In a professional community teachers are committed to the professional ideal as having competence for teaching. In a community of leaders leadership is defined as power to accomplish shared goals. The principal and all the followers have equal obligation to embody community values and to lead. To change school from the present formal organization to educational community all the members of schools should redefine their value and roles. When they reflect educational goals and roles, they consider the following principles such as caring and commitment, equality and cooperation, autonomy and responsibility, and democracy and openness. Building educational community also requires the conditions in schools and the educational administrative system. The situational conditions in schools are the followings such as small schools, reduction of the number of students per class and teacher, opportunities of the development for teachers and staff, teacher\' staying at particular school for longer period of time etc. The educational system should also be restructured from the function of direction and monitoring to the that of support and service. The schools should be the heart of the educational administrative system. Finally, building educational community cannot be achieved only by the structural change. It also needs the change of the mind which requires the re-culturing of all the members in and around schools.