This paper attempts to discuss some of the implications of transformational grammar for language analysis and language learning. The author covers the following points: (1) transformational grammar--some background and some claims, and some linguistic and psychological implications; (2) which, if any, of the claims of transformational grammar are germane to language teaching; and (3) how, specifically, some of these claims might be utilized by teachers of language. He concludes that the teacher should know the structure of the language he is teaching from a transformational grammar point of view. He feels, however, that not all the claims of transformational grammar (for example, linguistic universals) have relevance to language teaching. Some interpretation and selection are needed and must be supplied by the language teacher himself after he has made his grammatical study. The author concludes with a discussion of several areas where a transformational view of grammar might be of some assistance in second language teaching: (1) the phrase structure rules of transformational grammar can serve as a meaningful guide in selecting simple constructions for presentation before more complex ones, (2) transformational analysis can help determine which sentences are really more complex, and (3) it can show relationship of one structure to another. (DO)