This study analyzed teacher practices in village-linked curriculum implementation from the perspective of sustainability of communities. A village-linked curriculum is a school curriculum that aims to realize the vision of a village education community and is based on the virtuous circle perspective that local capacity can be mobilized to improve the quality of education, which in turn can improve the community. This study analyzed teacher practices from the perspective of sustainability to provide an in-depth understanding of how a village-linked curriculum enhances local sustainability and to suggest policy measures to enhance teacher practices. For this purpose, an analytical case study was conducted to analyze the experiences of a typical teacher who had been implementing a village-linked curriculum for more than six years. Various materials, such as literature, interviews, photos, and videos, were analyzed; supplementary interviews were conducted; and validity was ensured through member checks and peer verification. The study found that in terms of the education system, the teacher aimed to improve the welfare system, engage in governance activities and build social capital, and create a virtuous cycle of education and society. In terms of curriculum implementation, the teacher provided lessons that were designed to foster their students’ sense of local identity and community belonging, as well as the students’ agency for local development. The policy recommendations for enhancing teacher practices include building a school-centered welfare system, improving the system for educational autonomy, building a local education―career―vocation linkage system, budgeting for school equality, and building an educational system focused on the lesson.