The purpose of this study was to explore the school experiences of teachers in charge of special subject in an elementary school. The guiding questions of the study focused on the operation pattern of the subject teacher system, related social context of the school, and daily school experiences of teachers in charge of special subject. This analysis and interpretation was implemented by symbolic interactionism as suggested by Blumer. The research was conducted in Gareum Elementary School located in G metropolitan city for ten months from Marchto December, 2007. Data collection involved intensive participant observation in classrooms and special subject teacher's room, extensive interviews with teachers and students, and structured writing on the teacher in charge of special subject by teachers and students. Findings of this study indicate that the school experiences of special subjects teachers can be summarized as: slow geography of time experiences in school, rich instructional experiences arising from trial and error, feeling of alienation as a marginal person, and conflict with collegial teachers. These experiences are results of correspondences with teachers, the system and the social context of schools. These experiences prevailed in the society of high context communication pattern. The results of this study help us understand how the system is re-interpreted by member of an elementary school society.