The primary goal of homebound education is to provide homebound students with exceptional educational services while they cannot attend school for various reasons. The researcher investigated the challenges within the curriculum and instruction encountered by homebound educators when teaching homebound students, given their limited time with homebound students. A secondary purpose of this study is to learn the strategies homebound teachers use to teach homebound students to progress effectively academically. The theoretical framework of Lev Vygotsky's sociocultural theory served as the structure and support of the study and focused on the student's interaction with society and the student's learning environment. The sample comprised of six homebound educators from three large school districts in Utah. The primary data source was virtual semi-structured interviews coded using NVivo software. An analysis of the data identified nine themes for the two research questions. Limitations of the study included the small sample size and the use of only one data source. The key findings in the study included the instruction format, amount of time teaching homebound students, lack of communication, home environment, and lack of teacher training are the primary challenges homebound educators encounter. The main strategies the study participants proposed included being prepared, motivating students, developing relationships, and awareness of the homebound program. Educational leaders and teachers can use the study's findings to further understand the challenges of homebound education and provide homebound students with a meaningful education. The recommendations for practice included school districts providing homebound educators with training, increasing the awareness of the homebound program, and increasing the amount of time homebound educators spend with homebound students. Recommendations for future research would involve incorporating a larger sample size and multiple data sources into the study. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]