This study explores the concept of deep-structure sociocultural transfer and its impact on second language learning. It reviews three case studies of Chinese students in the United States, describing how the students allowed their native sociocultural values and beliefs to dominate their communications with Americans, even though they had resided in the United States for several years. The study also reports on research that sought to determine why sociocultural transfer is still a problem among people who have studied the target language and been exposed to its culture for some time. Twenty Chinese students at Oklahoma State University were interviewed and given a questionnaire to determine their responses to compliments in English. Results indicated that only four subjects made no transfer errors, with the majority giving at least one Chinese sociocultural response to compliments (negating the speaker's compliment). Responses to the questionnaire revealed that although 75 percent of the students knew the appropriate American response (expressing thanks), they unconsciously employed the native Chinese speech pattern. Learning the sociocultural values and rules of the target culture may not ensure acquisition if they are not applied in everyday usage. A copy of the questionnaire is appended. (MDM)