The present study aimed to identify the degree of the practice of the concept of community school from the perspective of discovery school teachers in Amman, Amman, and its relationship to the variables of gender, experience and academic qualification. The sample consisted of (342) teachers, and the instrument used in this study is a thirty-six-paragraph questionnaire, where appropriate statistical methods used to analyze data. The study has resulted that the degree of the practice of the concept of community school among teachers of discovery schools was high, medium and low, and there was no statistically significant differences for the degree of practice due to gender and academic qualification, and there were statistically significant differences due to the variable of experience in favor of those teachers of (10) years or more. Based on the results, a number of recommendations have been made, including the adoption of mainstream concept of community school and its activation in all schools, to develop the idea of participation between the school and the community, so as to achieve a positive change reflected upon the level of students' academic achievement, community service and core promotion in extracurricular development through constructive positive activities, to achieve optimizing relationship among the students and the local community members for upgrading an educational environment extended outside the school campus.