The purpose of this research was to examine the practice of unschooling in the day-to-day life of homeschool students and present a portrait of the homeschooling experience. At this point in the research, the unschooling will be generally defined as homeschooling with no set scholarly curriculum. The research design methodology was portraiture. Portraiture allows the researcher to have an expressed voice and the reader to have a more complete visual of the research participants by allowing for a thick and rich description. The snowball sample of four unschooling educators allowed the researcher to see and gain insight into unschooling as a method of educating children. Along with day-to-day activities, the educators described their motivations for choosing to unschool rather than using a curriculum and their own views of the possible long term limitations and/or challenges their unschooled children could face in the future. Unschooling as practiced in the four families in this research is not something they separate or compartmentalize as a different part of their lives. Life and education are one in the same. The idea of a set curriculum as necessary for learning to occur is almost foreign to the unschooling educators in this study. Learning occurs as long as they are drawing breath. [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.]