This paper presents selected results of some initial attempts to describe and understand the home school phenomenon. Two types of research activities investigating the nature of family curricula are reviewed: (1) informal descriptions of home schools and their participants' reflections as already published, and (2) several case studies of families at various stages in the home schooling process. Based on this review, first impressions of answers to the following three questions are presented: (1) Why do home schoolers choose to teach their own children? Six categories of reasons are discussed: unsuitability of children for school, desire of parents for control, socialization, conceptualization of the learning process, ideas about content, and personal interest. (2) How do they conduct their home schools? Brief descriptions by parents are presented, along with field notes from observation and a summary of trends and patterns. (3) What are some of the participating parents' major concerns with this approach to education? Concerns discussed include fear and self-doubt, social isolation, exhaustion, separating home from school, balance between structure and spontaneity, measuring progress, spouse roles, undesirable child behaviors, the teaching of independence, materials, children's socialization, insufficient resources, and apparent lack of progress. The paper concludes with implications for school districts, teachers and administrators, researchers, and legislators. (TE)