The paper is based on some emerging ideas about theorising curriculum leadership within a context of school-based management. The study is situated in a changing context of Hong Kong where two major reforms, school-based curriculum development and school-based management, have been on the school agenda for several years. The inclusion of parents, teachers and students for exploring innovative practices of school program, pedagogy, assessment and evaluation with reference to the Key Learning Areas is investigated. In the study, widening curriculum conversations with some major stakeholders of education is characterised by collaborative efforts of school reculturing and restructuring. The schools reculturing and restructuring themselves as productive and innovative places for curriculum change and school renewal are those which are committed to confronting their problems and taking those problems and issues on board; factors contributing to shape initiatives of school reculturing and restructuring are then identified and elaborated.