School-based curriculum development has been a highlight of China's new curriculum reform since 1999. This reform introduces a curriculum policy change towards devolving partial power in curriculum decision-making to teachers, and invites their active involvement in transforming their role from being book-knowledge transmitters to curriculum developers. This paper describes an action-research project based on a school-university collaborative effort to build teacher's practical, personal reflective experience, and understanding of both the new concept of school-based curriculum development and the wider curriculum reform. How such Western concepts as school-based curriculum development and reflective practice can be adapted and transformed in the Chinese context is examined. (Contains 4 tables and 12 notes.)