This paper discusses patterns of communication, particularly teaching/learning communication, in Hawaiian families, and the ways that these patterns affect the behaviors, expectations, and skills that Hawaiian children bring to school. It also describes some examples of educationally effective adaptations to these expectations and skills which Kamehameha Early Education Program (KEEP) has made, and various strategies that KEEP has used in adapting its program to the culture of the children it serves. From observation at home and at school, it appears that the two major teaching strategies favored by the children are reminiscent of those used by siblings and mothers: modelling, or showing another how to do something, and intervention, or performing correct behavior for another. Two examples of KEEP's adaptations are small group settings for peer learning independent of the teacher, and the reading lesson in which children work together as a group, participating with the knowledgeable person (the teacher) in the learning task. These reading lessons are conducted in the "talk-story" style, a feature of Hawaiian family and social life. The strategies KEEP uses to translate Hawaiian communication patterns and other cultural features into classroom practices are described in a chart with commentary. (Author/AMH)