The study aimed to integrate research findings in the field of curriculum change and draw issues in Korea's contexts. Research findings were summarized in view of the three aspects : (1) general approaches to curriculum change, (2) factors related to curriculum change, (3) change strategies and processes. A curriculum change case in Korea, Science High Schools for gifted students, was analyzed in terms of the three aspects summarized. Results of the analysis include : (1) the case is seemingly characteristic of the “fidelity perspective” in its approach to change which mainly focuses on implementation of predetermined curriculum, but it also relates to mutual adaptation approach which attempts to explain dynamic processes of change, (2) clarity of the innovation was not high in the case, (3) external support was continuous and great in the case, (4) “power-coercive” strategy of change was mostly used in the case. Some issues in curriculum change were proposed in Korea's contexts in reference to the case of Science High Schools. Among them were included : (1)the fidelity perspective in Korea's contexts should be improved, (2) college entrance examination is a persistent inhibitor of curriculum change, (3) curriculum “localization” could be an idea to improve the fidelity perspective in Korea, (4) in Korea's contexts, too often, processes before the adoption in change strategies are “politically” determined within the government, (5) innovations are implemented before their contents are clarified, (6) more considerations should be made about teachers in relation to curriculum change; their abilities to implement and understand proposed change; their time and participation.