"The purpose of this study is to supplement a theoretical discussion on teachers’ curriculum literacy by excavating exemplary case teachers for curriculum reconstruction and identifying their characteristics of curriculum literacy. For this, this study conducted a case study based on the materials from the literature. In details, this study selected a book related with curriculum reconstruction written by two teachers who conducted a leading role in curriculum reconstruction in the field and analyzed reconstruction cases that were introduced to the book. The analysis of the materials from the literature in this study was a qualitative content analysis, and the content analysis was conducted focusing on the characteristics of curriculum reconstruction cases. From the results of the analysis, this study found in two teachers' cases the common points as follows. First, the two teachers reconstructed the curriculum by setting up an objective of education for a year beyond reconstructing textbooks to prepare classes by the session unit and positively interpreting the national curriculum. Second, the two teachers showed the recognition that ‘learning’ should be placed in the center of every reconstruction of curriculum and that the curriculum should be prepared and operated with the cooperation of every member of education community. Third, the two teachers emphasized on integrative recognition about the subjects other than the subject professionalism. As a result, the characteristics of complete and flexible reconstruction of the curriculum at a textbook level were shown to the two teachers. In conclusion, the two teachers’ curriculum literacy was found to be extended to a level of ‘writing’ and ‘constructing (exceeding reconstruction)’, that is, beyond the levels of national curriculum and/or ‘reading’ and ‘implementation’ about the textbooks."