This article investigates the acquisition of a variety of standard English (SE) by children whose first language is Hawaii Creole English (HCE). The hypothesis was made that, in a speech community with high prestige and low prestige codes, learning the dominant code would not adversely affect performance in the first language. The subjects, in grades K-3, had no formal exposure to SE prior to entering school, and received no formal language training once in school. Their teachers used SE, but did not discourage the use of HCE. The subjects' performances over time in HCE and SE were measured by tests in HCE and SE. An analysis of the results shows that SE scores increased significantly in all four grades. Further, the subjects not only maintained HCE, but in three grades significantly increased their performance. Thus the acquisition of SE by the subjects, presumably through constant exposure to it in the school setting, did not result in a decrease in linguistic ability in HCE. This finding may be of significance in planning educational policies and practices. Apparently the immerision of children speaking a low prestige, creolized language into a school setting where the standard language is used exclusively can result in the children acquiring the latter while maintaining the former. (Author/CFM)