This qualitative phenomenological study aimed to investigate educators' perspectives on their professional preparedness, the effectiveness of their teaching methods, and the challenges encountered while providing homebound education within a mid-sized school district in North Texas. Semi-structured interviews with 8 teacher participants were conducted using a protocol based on three research questions: The research questions guiding this study were as follows: (1) What are the participants' perceptions regarding their preparedness for delivering homebound educational services? (2) How do participants perceive the effectiveness of their teaching strategies for homebound students? (3) What are participants' perceptions of the challenges they face in delivering homebound educational services? Employing a hermeneutic approach, the researcher aimed to capture the essence of teachers' perceptions and experiences in delivering homebound education. The study revealed a need for strong professional development programs, clear criteria for homebound services, collaboration between policymakers and educational institutions, and a focus on effective communication, relationship-building, and adaptability in homebound instruction. The research can provide valuable information for developing future strategies in educating students who require homebound education. [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.]