In this qualitative multiple-case study, three teachers' understanding of holistic education philosophy was explored through their enacted instructional practices in mathematics classrooms in a holistic school in India. Drawing upon the ethnographic methodology, the data collected include interviews and conversations, classroom observations, and field notes. Teachers' understanding of the holistic education philosophy was primarily explored through semi-structured interviews and informal conversations, while their instructional practices were largely understood through classroom observations. The data were analyzed in two ways, the first round of data analysis happened simultaneous to data collection through a contemplative practice of Astachal which was a ritual at Sahyadri, and the second round of data analysis was conducted through formal coding and categorizing methods post the data collection period. The data are presented in the form of rich information and thick descriptions of teachers' understanding and actions, which are vital in understanding both the preparation of teachers within a holistic learning environment as well as the enactment of teaching practices in mathematics classrooms within the context of a holistic school. Drawing from the literature on alternative schools and holistic education, a set of holistic instructional practices was compiled, which was used to guide the data analysis as well as present the findings of the study. The implications including a framework to design holistic instruction are discussed along with the directions for future research as well as the limitations of 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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]