The paper presents an alternative practice, a school based curriculum development, less standardised and bureaucratic than the typical, implemented in Second Chance Schools (SCS), focusing on the different role of educators in terms of curriculum development. In this context, it will be presenting the first results of a research ongoing on the ways the educators themselves perceived and managed this new and unprecedented and unusual for them role, as curriculum developers. The educators' attitudes were recorded based on data collected by questionnaires with open-ended questions, completed by the educators of four SCSs. In the discussion part emphasis is placed on the ways the educators analyse the new educational situation as well as their attitude and the effects they believe that it has broadly in the educational process and in their educational theory.