This qualitative research study addressed a notable gap in existing literature by examining the perceptions and relationship between experiential learning and college and career readiness within the homeschooling context. Purposeful sampling was used to recruit 13 homeschooled students from northwestern Florida. To gather data, indepth, semistructured interviews were conducted via Zoom or face to face. The research findings revealed valuable insights into the participants' perceptions and experiences, addressing three research questions and identifying nine themes. The findings provide an enhanced understanding of college and career readiness, emphasizing the significance of soft skills and noncognitive abilities alongside traditional academic knowledge. The outcomes highlight the crucial role of experiential learning in shaping students' goals, fostering holistic development, and preparing them for the challenges of postsecondary education and the workforce. While recognizing the study limitations, future research directions are provided, including exploring faculty viewpoints, analyzing homeschooling policies across different states, and investigating specific subsets of homeschooled students, such as those who use various approaches like Charlotte Mason, Unschooling, or Classical Conversations, to uncover variations in their college and career readiness. This study proposes a reevaluation of college admission standards to include experiential learning, highlighting its crucial contribution to overall student development. The research also brings a unique perspective by focusing on student viewpoints, contributing to a comprehensive understanding of the diverse dimensions of homeschooling. [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.]