The aim of this research is to clarify the components of curriculum management of international education as a cross-curriculum and to develop a theoretic model for teaching practitioners. The main point of this thesis is that there are interfaces between "school culture" as an object of transformation for international education and "school culture" as an object for curriculum management. First, generating a theory of curriculum management is reviewed. Two basic axes of curriculum management are "relevance" on curriculum and "collaboration" on support activities. This paper focuses on the culture as "the view point and behavior pattern concerned with a curriculum" in each school and views it as a "curriculum culture". Secondly, international education is reviewed. Then the interfaces between the school-based curriculum management and the curriculum of international education are considered. Three basic axes of curriculum for international education "living together, living with others (kyousei)" as an object for learning, "a cross-cur-riculum" and "school culture" are drawn. The curriculum of international education emphasizes the importance of the relevance between a learner and objects of learning, or between subjects and "Sogoteki na Gakushu no Jikan" . So the relevance among subjects can be a principle of curriculum design on international education. And there is an aspect of international education, which aids a transformation of school culture. Therefore, the aim of curriculum management is shaping school culture, which corresponds to one of the basic axes of international education. "School culture" is an environment of leaning. There is an idea that aspires to make "school culture" object of transformation in international education. And it can be said that making school culture change through taking it as an object of management is adequate to international education. Lastly, it can be verified that two public schools have been analyzed in view of using a constructed model of curriculum management on international education. The outcomes of this discussion are as below : 1. The theoretical framework of curriculum management for cross-curriculum functions effectively for international education. 2. Making school culture and curriculum culture collaborative is also necessary for revitalization of curriculum management of international education. The next task for this research is to examine the relevance between the unique structure of curriculum management (PDS cycle and 4Ms) and curriculum culture and international education.