This qualitative study sought to investigate how secondary level chemistry teachers transform and represent subject matter knowledge (SMK). The study drew its theoretical framework from the notion of Pedagogical Content Knowledge (PCK) that foregrounds the teachers' ability to transform and represent SMK for students to understand the content presented. Seven qualified chemistry teachers participated in this study which used questionnaires, follow-up interviews, and lesson observations to collect data. The teachers were observed teaching the topic of stoichiometry to grade 11 students. Data analysis started with a coding system that resulted in themes of meanings suggested by teachers. The results show that chemistry teachers participating in the study were aware of different teaching strategies but their choice of those strategies was not informed by an attempt to transform the concepts. It is argued that teachers' failure to transform concepts will have a negative impact on students' understanding of these concepts.

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