Social and emotional learning (SEL) has many benefits to students, and previous studies have focused on public and private, in-person learning environments. The homeschool environment has not been studied to determine the benefits of SEL, including increased academic outcomes. The problem was the poor student academic achievement due to the decline in learning in TK-12 homeschool settings heightened by COVID-19 shutdowns. The purpose of this qualitative case study was to investigate the effect of the addition of social and emotional learning curriculum in the TK-12 homeschool environment on student core curriculum achievement. The research was led by the invest-and-accrue model of conscientious theory and the social-emotional development theory. The first research question focused on the parents' perceptions of students' academic achievement after the inclusion of SEL lessons. The second focused on the reason for the changes in academic outcomes after the addition of SEL lessons. A total of 15 parents, chosen out of convenience, were interviewed on their perceptions of changes in academic outcomes and personal perspective on noticeable changes with the addition of SEL. Interviews were recorded for accuracy and transcribed to identify common themes found within the results. Data were collected, interpreted, ideas defined and coded based upon themes, and represented. Increased personal motivation and interpersonal skills were identified during the research process. Implementation of SEL lessons should begin at all levels of education and should be required by policymakers and school administrators. [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.]