This study is the subproject of “ The teaching assessment for Curriculum Guidelines in Vocational High Schools” examining the curriculum transform and praxis of vocational high schools teachers. This study adopts the design-based research, selecting one of each less-cluster /multi-cluster teachers as case study subjects and takes two years and five months to conduct two stages of research. The first stage is about comparing less-cluster /multi-cluster vocational high schools teachers understanding and praxis of curriculum guidelines of 12-year basic education and the difficulties it faces. The second stage is about researchers and the case study participant school teachers cooperating together to examine capacity-building programs in curriculum transform and implement guidelines. It aims to build a proper mode in response to vocational high schools implementing curriculum guidelines of 12-year basic education. The author proposes national level of guidelines development and school level of curriculum transform for the future.
