A diagram shift model was employed in this qualitative study to better document, analyze, and understand what emerging paradigm shifts contextualized in the form of myths, metaphors, and exemplars had effected educational reforms at Colegio del Sagrado Corazon de Jesus. Paradigms and paradigm shift were identified through interviews and focused group discussions with eight administrators, six faculty, and four students. Research Questions include: (1) How did the administrators, faculty, and students view CSCJ before Agenda New Sagrado 2000? (2) What anomalies (dilemma) did they recognized? (3) What events have triggered paradigm replacement or paradigm shift? ; (4) Based on their started anomalies, how did they select a plausible solution or alternative paradigm; and, (5) What paradigm shift seemed to have emerged (or still emerging)?; The findings were : (1) the participants viewed CSCJ as a status quo, Prior to Agenda New Sagrado 2000; using critical reflection, they identified anomalous events of the old paradigm, namely: (a) fixed, irrelevant, and highly prescribed curricula that produced voluminous unmarketable graduates, (b) dwindling enrollment monolithic, conventional, and incrementalist leadership, that created a pervasively low morale among personnel, some alumni, and parents, (d) continued poor performance of Sagrado, and, (e) grassroots` rising discontent of the old order; (3) both external and internal events had triggered participants to shift paradigms; (4) paradigm that could give a complete contrast between the old order and the new, were considered as alternative paradigms; and, (5) A smart Sagrado, A School of Choice with curriculum that develops multiple intelligence of perceptual learners and a razor-sharp, dynamic, lifelong, inspirational, servant leadership were the characteristics of the emerging paradigm on curriculum and leadership, respectively. The five findings led six major conclusions as follows (1) paradigm shifts can be used as effective model to initiate educational reforms; (2) paradigms and anomalies play an important role in paradigm shifts; (3) critical reflection or higher order mental processes as adult learning style through seminar-workshops can influence the recognition of anomalies and the shift to a new paradigm, (4) social matrix to socially one`s beliefs, feelings, and actions is critical; (5) myths, metaphor, and exemplars can be effective and efficient tools in constructing paradigms that consequently characterize an organization. A strong human resource development program can enable administrators, faculty, and students to recognize anomalies that can empower them how to successfully implement educational reforms using paradigm shift model. Such resource development program can institutionalize a complete-paradigm shift cycle as turn-key to unify approaches to address anomalies. Inspirational ,servant leadership that generates commitment rather than management control to the social matrix of the school adopting and implementing a paradigm shift.