This paper aims to study the comparative comparison of implementing school-based management in developed countries in the historical context: from theory to practice. School-based management is not by itself and objective but a valuable tool in order to reach sagacity, capabilities and the enthusiasm from most people having shares in school. Emphasizing the empowerment and the promotion of the skill levels and the abilities concerned with the member's active in the school specially the managers, the teachers, and the student's parents along with the boards motivate their endeavor toward cooperative issues. The findings show the developed countries such as England, Mexico, Australia, The U.S. etc. Making their school management decentralized and autonomous along with submitting full authority to their local councils and their parent-teacher associations have improved their school management qualities and have been able to bring all main agents in the schools into participant in decision making affairs. Of the other strategies concerning the increase in cooperative decision making and turning schools more autonomous, used by leading countries, is to self-centralize (school-based management) and also manage schools in the form as board of trustees in such countries for the managers, the board and the others involved have greater authority to manage school affairs among which countries such as England, Canada, Spain, Iran, etc. can be noted.