This research report deals with the transformations of stimulus sentences that primary grade speakers of Hawaii Creole English (HCE) made when they were asked to repeat sentences said to them in Standard English. The test used was the Kamehameha Early Education Program (KEEP) Standard English Repetition Test (SERT) which was administered to the 21 subjects twice a year in kindergarten, first and second grades. The four transformation categories used in the investigation were transformational rule difference, lexical substitution, transformational rule difference and lexical substitution, and unmarked surface structure. While the children's responses could be divided into four categories, this paper concentrates on only one of these, HCE transforms, that is, transforming the Standard English (SE) feature into HCE while maintaining the meaning. Results indicate that the majority of transforms in both kindergarten and second grade involve transformational rule differences, that is, a transform based on a difference in the rules of grammar of SE and HCE. Although the frequency of transforms gradually diminishes across time, some transforms, such as those involving the use of the SE copula, are relatively resistant to change. One conclusion of the study is that to date, the phenomenon of transformation has no documented negative educational consequences. (Author/AMH)