The purpose of this study was to extend Feuerstein et al.'s (2006, 2010, 2015) theories of structural cognitive modifiability and mediated learning experience to the homeschool context by constructing a grounded theory that explains how families create mediated learning experiences for learners with special educational needs and disabilities in a homeschool context. Feuerstein's theories guided this study and provided the framework to answer the central research question: How do Feuerstein's theories of structural cognitive modifiability and mediated learning experience extend to a homeschool context for learners with special educational needs and disabilities? Purposive sampling methods were used to identify 10 study participants. Three sets of data were collected from each participant: timelines, interviews, and statements of advice. Data collection and analysis occurred simultaneously, and analysis was an iterative process. A model was generated that depicts how Feuerstein et al.'s (2006, 2010, 2015) theories extend to a homeschool setting with children with special educational needs and disabilities. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]