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The purpose of this quantitative non-experimental correlational study is to test the relationship between children having special needs and the rate of homeschooling and to test the relationship between parental dissatisfaction with the learning environments in public or private schools and the choice to homeschool. The theoretical framework in this dissertation focuses on the Holistic Learning Theory and the Montessori Method. “What is the relationship between children having special needs and the rate of homeschooling?” and “What is the relationship between parental dissatisfaction with the learning environments in public or private schools and the choice to homeschool?” are the two research questions asked. Two instruments to be utilized for this study are the 2019 Homeschooling and Full-Time Virtual Education Rates and the 2019 Parent and Family Involvement in Education Survey, PFI, Public Use Datafile Codebook. The population to be analyzed from the 2019 Homeschooling and Full-Time Virtual Education Rates includes a weighted number representing 1.5 million homeschooled students in the United States ages 5-17 based on the sampling method provided. A quantitative non-experimental correlational analysis using Pearson’s Correlation Coefficient Test, and the Chi-Square Test of Independence provides the answers to the research questions. The practical information in this dissertation can be used to increase awareness as to why many parents choose to homeschool their children. The study can also help medical providers, professional teachers, and other service providers discern the growing need for services for homeschooling families. This study could impact industries for medical providers, sports coaches, and educational providers by encouraging these professionals to increase their services to assist homeschooling families. Future research can be done to highlight the growing need for services for homeschooling families, including online therapy, inclusion in local sports teams, and virtual courses.