The community Participation-Based Curriculum Development involved the participation of the researchers, teachers, folk teachers, students and the community. The objectives of this study were to study the capital and the potential situation of the community together with factors towards the moral and ethical curriculum, and the local curriculum at Wiang Haeng District, to study the process and local curriculum development result in three dimensions; schools, related organizations and community, to create and develop the process pattern of moral and ethical curriculum and local curriculum involved the participation of the community, and to analyze the factors towards the development of moral and ethical curriculum and local curriculum involved the participation of the community. Regarding the research, Muang Haeng Sub-District and Saen Hai Sub-District were the main area in this study. Meanwhile, the populations were the education supervisors from the elementary educational service area office 3, the directors, teachers, and students from 9 schools, educational officers from Piang Luang Sub-District Administrative Organization, Saen Hai Sub-District Administrative Organization, Muang Haeng Sub-District Administrative Organization, knowledgeable people, local philosophers, school committees, and Buddhist monks who were responsible for moral and ethical workshop at Wiang haenf Pariyat Suksa School According to the research methodology, three main steps were carried out, the first step included having a meeting for research introduction, staging and exchanging the local curriculum, and investigating and collecting useful information towards local curriculum development which the curriculum framework could be formed. These activities were taken action by research teams and related organizations. Not only the community problem situations were collected, analyzed and synthesized but also the potential. The researchers also examined the local knowledge for understanding problems and various parts of the potential. Second step included analyzing data, planning the curriculum development and making the curriculum development calendar, participating in creating and developing the curriculum, compiling data from local philosophers. Furthermore, learning materials has been created according to the learning management. They were from compiling and examining by students. The exchange of moral and ethical curriculum and the local curriculum (Wiang Haeng historical curriculum) were created and developed by research teams, research assistants, education supervisors, and related organizations. Those curriculums have been done by the participation process. Thirdly, after carrying out those activities, all curriculums have been tried out, followed up, and given back to their community. The results have shown that the participation to create and develop the moral and ethical curriculum and local curriculum responded the needs of schools and community. In term of moral and ethical curriculum, two activities have been done; moral and ethical camp continuous activities due to lesson plans and Wiang Haeng historical curriculum of Prathom 5 and Mathayom 2. There were internal and external factors effected to the participation for creating and developing process of moral and ethical curriculum, and local curriculum. The internal factor was students themselves included various ethnic groups, awareness of the development, and recognition from other people. The external factor included awareness of the development from community leaders, educational officers for instance administrators, education supervisors, school administrators, teachers, research teams, research assistants and Buddhist monks. Moreover, there were learning activities, activities pattern, activities period, scholarship or budget, participation continuality, participants’ motivation and participants’ responsibility.