The purpose of this study was to investigate the experience and difficulties of a large school applying the concept of aesthetic education in school-based curriculum development. The research methods are participatory observation, document analysis, and interviews. The interviewees are curriculum writers and relevant administrative staff. The research found that taking existential aesthetics, citizenship aesthetics, and ecological aesthetics as the core concepts of cross-disciplinary curriculum development not only corresponded well with the core elements of the Twelve-Year National Education Master Plan, but also provided specific, user-friendly, and highly acceptable models. The results of the study presented five levels, three phases, and three steps of the cross-disciplinary aesthetic curriculum development process. Furthermore, the two-way communication between the administration and teachers provided collective wisdom and shared decision-making experiences. The study also demonstrated the tendency of the professional learning community of teachers to innovate in their courses and revitalize their teaching, a growing culture of preparing lessons together, and the emerging need for leaders in this professional community. Finally, this study brought forward the conclusion that cross-disciplinary aesthetic education can be worthy of putting into practice. The study also made suggestions to the latecomers.