This study analyzed examples of project activities in which students and teachers explore modern and contemporary local history verbally. In the face of growing interest in local history, the case of exploring local history with oral history may have educational implications for history education. In addition, the growing need for community learning in the age of educational autonomy requires new approaches and attempts from a policy perspective, and implications for democratic governance in the development of local curricula. The research data analyzed the topics of 51 teams that participated in the activity, and the essays submitted by seven of them. The analysis revealed that there are two educational effects: that there were strengths to learning “living history” and that learners were able to learn on their own when selecting what to learn “by themselves.” It also indicated that in the case of selected topics, there exist a necessity of a regional understanding-based curriculum that is not replaced by national history, and a possibility of pending school history and social issues being dealt with as historical subjects. This study did not cover in-depth analysis of individual cases of oral history projects. There is a limit of failure to conduct empirical data analysis on individual cases in order to see the general trend of the whole project case. We hope that empirical studies on the cases of oral history education activities will be supplemented in the future, paving the way for oral history to be used in history education.