How editors interpret the curriculum guideline is strongly related to how appropriately and reasonably textbooks transform it. This research will mainly focus on the Chinese language curriculum guideline in senior high school, investigating the interpretations and transformation from the editors. Through interviews, this study demonstrates how the editors interpret the curriculum guideline, and how their interpretations give meaning to textbook transformation. With this investigation, this study discusses the transformation of Chinese language textbooks at the editing level, and in so doing, benefits and gives feedback to the implementation of Chinese language curriculum guideline in textbooks.