This study examines the extent to which modeling facilitates transformational problem solving in mathematics for children in kindergarten and first grade. Subjects were 20 children selected from each level. They responded to two problems for each of four problem types (counting on, story problems, quantitative comparisons, and ordination) under each of three modeling conditions (overt, implied and implicit). Results indicate that: (1) modeling has an effect upon the subject's ability to solve the two more difficult type of transformation problems (quantitative comparisons and ordination), and that (2) overt and implied modeling significantly affects the subject's ability to solve counting on and story problems. (Author/MS)