The objectives of this research were: 1) to study the result of the participatory action research and 2) to study factors related in the implementation of the local wisdom empowerment theory in development of Northern-Khmer child rearing cultural transmission process practicing in community learning resource and child care development center of Muang Surin subdistrict administration organization. The first phase findings comprised six stages of empowerment procedures: 1) participatory community learning resource appraisal; 2) defining stakeholders’ needs; 3) empowerment via group learning experience; 4) developed learning materials and field study; 5) reflection and knowledge exchanged dialogue; and 6) participatory evaluation. Empowerment evaluations were: 1) empowerment process such as; supporting local teachers for participating in making decisions, goal specifications and work plans; created work groups with good attitude, and systematic work plans, 2) empowerment outcomes such as: 1) satisfaction, achievement, self-confidence, self-esteem and self-efficiency and 3) empowerment consequences such as: physical changes and self-attitude changes. Supported factors were: 1) physical condition of the CCR 2) readiness of local wisdom teachers to transmit knowledge, and 3) the mechanism to move participatory learning activities. Obstacle factor was economical condition of the community. The second phase findings comprised six stages of empowerment procedures: 1) participatory child care center appraisal; 2) defining stakeholders’ needs; 3) empowerment via group learning experience; 4) developed learning kits and field study; 5) reflection and knowledge exchanged dialogue; and 6) participatory evaluation. Empowerment evaluations were: 1) empowerment process such as; supporting to succeed practices followed the aim of the teachers in child care center; facilitating the participants to develop their knowledge and skills, participating in making decisions, goal specifications and work plans, 2) empowerment outcomes such as: 1) achievement and self-esteem and 3) empowerment consequences such as: physical community changes and selfattitude changes. Supported factors were: 1) readiness of local wisdom teachers and local teachers to transmit knowledge, and 2) physical condition of the child care center. Obstacle factors were: 1) depleted of the mechanism to move learning activities of teachers in child care center and local wisdom teachers 2) depleted awareness of the wisdom, and 3) physical condition of the child care center. After the empowerment process the children demonstrated their self-understanding in observing their community heritage in cuisine and tradition.