The Korean government's policy toward art in schools and educational autonomy has recently undergone major directional changes, with the Ministry of Education (MOE) encouraging individual schools to find their own ways to become more self-regenerating, especially by developing community partnerships through art. This recently published policy direction has the potential to challenge traditional school practice as it demands an initiative role of schools and the active involvement of teachers in building partnerships with local communities. Concerned about the impact of the new school art policy on practice, this article attempts to clarify the opportunities and challenges involved in the expected collaborative reform practice by examining the outcomes reported by pilot schools based on their first year of implementing the new school art policy. To this end, this article first identifies the distinctive aspects of the new policy from previous studies on school-community partnerships developed in Korea over the past decade. This is followed by an identification of practical issues and needs by reviewing the outcomes of recent survey results on the perceptions of teachers who participated in conventional school-community partnership programmes. These results will be compared to the problems found in the outcomes reported by pilot schools. Findings will be discussed to assess implications and provide suggestions. This contextual analysis of practitioners' responses to new art-based collaborative reform practices developing in Korea may contribute to an expansion of international discussions about educational reform through art.