This Qualitative study was conducted to examine the perceptions of K-5 parents who homeschooled their students with disabilities and how they perceived homeschooling to influence the student's social-emotional development. Participants involved in this study decided to homeschool their child with disabilities as they perceived their child's social-emotional needs were not being met within the traditional inclusive classroom setting. Twelve participants were involved in this study and provided their personal experiences of their child with disabilities experiences within the traditional inclusive classroom as it pertained to their child's social-emotional development. The data revealed that participants' perception of their child with disabilities involvement within the traditional inclusive classroom was not conducive to their child's social-emotional development. The findings in this study contributed to understanding the motivation for parents of students with disabilities in grades K-5 that chose homeschooling as well as identifying gaps in what traditional inclusive classrooms may be providing for students with disabilities regarding their social-emotional development. This study provides an opportunity for future research regarding the collaboration between traditional schools and parents as well as an opportunity for increased professional development among both general education and special education instructors. [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.]