This paper employed the concept of Michel Foucault's discursive formation introduced in his book The Archaeology of Knowledge to analyze the teachers’ role in Grade 1-9 Curriculum reform. From the concept of Foucault's discourse, the object of discourse analysis and the position of subject are analyzed to discover how discourse of teachers’ role in Grade 1-9 Curriculum was formed and transformed. Texts collected for discourse analysis included: books, academic journal papers, theses & dissertations, research papers et cetera, which used the teachers’ role of Grade 1-9 Curriculum as the theme since 1994-2005. Three parts show the discursive formation of teachers’ role in Grade 1-9 Curriculum: the wave of the education reform, the new Grade 1-9 Curriculum, and scholars’ statements of teachers' role. By explaining the concepts of Grade 1-9 Curriculum, the academic community takes the important position in the discourse of teacher's role. There are four main statements in the discourse of teachers' role. Moreover, the teacher of Grade 1-9 Curriculum is enunciated by professional images. This paper discusses the discourse of teachers’ role under the new Grade 1-9 curriculum from the point of view of curriculum promotion and implementation.