This paper identifies patterns in the academic and social development of six homeschooled students (with learning disabilities or giftedness) based on a seven-year longitudinal study of 100 home-schooled students. It contrasts findings on the effectiveness of home schooling with accepted expectations for special education students in the formal education system. The paper also examines parents' educational backgrounds and pedagogical approaches. For the four students with learning disabilities, the study finds that one has graduated and the others are likely to graduate and will probably continue with postsecondary education. These students became good (though late) readers and have good self-esteem. Analysis of the educational environments of the three gifted students studied (including one who was also categorized as learning disabled) found that parents focused on following the students' interests and providing a stimulating academic and social environment. For both gifted and learning disabled students, the study finds that the educational philosophies and pedagogies employed emphasize: (1) a focus on the whole child rather than primarily on the child's disability or extreme ability; (2) individualized attention; and (3) care, patience and respect for the child that leads the teaching in both the timing and content of instruction. (Contains 22 references.) (DB)