This qualitative phenomenological study examines special education teachers' perspectives to understand how virtual learning environments can support, through social-emotional interactions, the cognitive development of students with low-incident disabilities in a homebound setting. For this study, which was based on Vygotsky's sociocultural theory (1978), qualitative data were collected through 15 semi-structured interviews with special education teachers with experience providing virtual instruction to students with low-incidence disabilities. The study's findings showed that special education teachers perceive virtual instruction as benefiting low-incidence disability students in a homebound setting. The data also revealed that specific accommodations and modifications, which the special education teachers believed benefited students with low-incidence disabilities, supported social interactions and cognitive development. Additionally, the participants shared their perceptions of the changes they desired to occur regarding the virtual instruction of low-incidence disability students in a homebound setting. This study has important implications for low-incidence disability students confined to homebound settings. For example, the study's results could be utilized to update policies and procedures related to how instruction is provided to these students. Therefore, this study proposes specific accommodations and modifications to benefit students with low-incidence disabilities in a virtual setting. [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.]