This research used discovery learning theory (Bruner, 1966) as a framework for studying the lived experience of homeschooled high school students who are transitioning to college. By utilizing the methodological approach of interpretive phenomenological analysis, this study answered this research question: "How do Taiwanese college freshmen who were homeschooled in high school describe and make meaning of their experiences transitioning and adjusting to a college environment in Taiwan?" Through purposeful sampling, six college students who had been homeschooled were interviewed. The data were analyzed and four themes emerged: "Admission preparation and process," "College life," "Support and guidance," and "Self-awareness." These yielded six findings: "Limited admission pathway options," "Difficulties in admission preparation," "Social difficulties in college," "Academic difficulties in college," "Support mechanisms," and "Self-awareness." The findings enable me to be a scholar-practitioner who can advocate for the homeschooling community to ensure that homeschoolers' rights and privileges for continuing to higher education are protected. [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.]