This dissertation exhibits how the research team explored how the Migrant Education Program's (MEP) home tutoring services are perceived and experienced by migratory students, parents, and tutors. Additionally, the researchers investigated and compared the tutors' formal job responsibilities to their daily tasks. Three research questions were used to determine how the MEP home tutoring services were perceived and experienced, while the fourth research question concentrated on the tutors' roles and responsibilities. The theoretical framework utilized throughout the study was Bronfenbrenner's bioecological theory. Quantitative and qualitative methods were utilized, which included questionnaires, semi-structured interviews, and a vignette. The researchers hired two translators to work alongside with the research team while collecting data. The translator allowed parents and students to verbally respond to the questionnaire and interview questions in either English or Spanish. The findings indicated that migrant students and parents included in this sample believed education is important and crucial for a successful life. When comparing the tutors' formal job responsibilities with their daily tasks, the data revealed that tutoring services could be maximized if sessions were located at school. The research team recommended hiring additional staff to support the needs of the students and tutors, as well as conducting a similar study for validation purposes. [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.]