A case study in second language learning was conducted by the researcher on herself in a specific sociolinguistic context, Trinidad, and with reference to a specific first and second language relationship, standard English and Trinidadian English Creole. The study attempted to: (1) demonstrate the complexity of social, cultural, psychological, and linguistic factors in a second language learning situation from a learner's point of view; (2) identify specific sociolinguistic and linguistic strategies used by the learner; and (3) demonstrate some characteristics of language learning in a Creole/standard situation. The interplay of social, cultural, and psychological factors, how these are expressed in language, and how they affect the learning situation are illustrated by examples of a teasing ritual and inquiries about bush medicine. The examples of actual sociolinguistic and linguistic strategies are determined by the situation and by analysis of apparent communication difficulties after the fact. The strategies and examples are given in a teaching/learning framework: presentation/elicitation, practice, comprehension, and feedback/correction. In each case, the strategies are specific to Trinidad Creole and the more or less negative attitudes toward it among Trinidadians. An analysis of the conventions of taking taxis in Trinidad is presented as an integrative example of many of the strategies and difficulties discussed. (AMH)