The present investigation traces cultural changes in an innovative high school (i.e., Sae-rom school) located in the underdeveloped metropolitan area. Innovative schools, a central policy of the provincial office of education, attempt to overcome the problematic exam-oriented schooling and top-down school innovation. Teachers and students of Sae-rom school make an effort to create a “community culture” which values student led learning, individual caring, democratic governance, and collectivity. However, a new principal brought changes to the school by pursuing “excellence education” which emphasizes college admission of higher achieved. Such changes lead to conflicts with teachers and students who were dissatisfied by undemocratic decision and exam-oriented education. Teachers who supported for community culture left the school since their demand was not accepted. In summary, the once emergent community culture of Sae-rom innovative high school has failed to replace the exam-oriented school culture, which has long been the dominant educational culture of South Korean society. This case illustrates that, in order to maintain community culture as a sustainable and not temporarily emergent culture, it is important to build a shared vision and solidarity among the principle, teachers, students, and parents with changes of social structure.