This dissertation presents a qualitative study exploring the motivations behind parents' and guardians' decisions to enroll and maintain their elementary-aged children in a residential school setting. The study identified three key factors influencing these decisions: the pursuit of non-financial stability, the desire for reputable education, and the need for financial support. The research revealed that stability extends beyond financial aspects, with families seeking a secure, consistent, and nurturing environment that provides emotional, social, and physical stability. The choice of a residential school often stems from perceived inadequacies in the education available within home districts, with the elementary years recognized as critical for establishing a solid foundation in core subjects. Financial support is another significant factor, alleviating financial pressures and enabling families to enhance their overall quality of life. The study also highlights the crucial role of grandparents and single parents in the decision-making process. Faced with age-related challenges and the dual responsibilities of work and parenting, these individuals often experience heightened financial stress. Their decisions, deeply rooted in a commitment to stability, nurturing, and academic enrichment, demonstrate the importance of the choices and seriousness in making this decision made by parents or guardians. In conclusion, the decision to continue enrollment in a residential school is based on a combination of factors, including the desire for a stable environment, the pursuit of quality education, the school's positive reputation, and the financial stability offered by the residential school model. This understanding is vital for educators and researchers in elementary education within residential settings, shedding light on family motivations and emphasizing the need to foster effective educational partnerships and environments that cater to the diverse needs and aspirations of students in residential schools. The evolving role of parents in their child's education and the positive correlation between parent-school community connections and student academic growth further underline the significance of these findings. The study employed interviews with families who have chosen a residential school for their child's elementary education to gather data. This research contributes to the ongoing discourse on elementary education in residential settings, providing valuable insights for educators, researchers, and policymakers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]