The term Christian education is redundant. In a very real and substantial sense it is repetitious to call education Christian. Education, simply stated, is nothing more than learning about God's creation and His providence.

This article details how Bob and Erika Shupe homeschool their nine children successfully.

This website is dedicated to the educational philosophies of Charlotte Mason, a British educator from the last century. Her methods and philosophies have experienced a resurgence, especially among American homeschooling families. Mason’s emphasis on children developing a lifetime love of learning was in stark contrast to the nearly anti-child climate of her time period. The mission of the Charlotte Mason & Home Education website is to bring Charlotte Mason’s ideals and methods to modern families.

Unschooling is an educational approach, an attitude towards learning. It refers to the ways in which we use books, materials, and experiences to learn and grow. The type of underlying structure you have inside yourself, your goals, value system, discipline, whether you watch TV or call parents by their first names, whether you use a patriarchal, democratic, or any other type of family structure, are not unschooling issues; they are parenting issues. Whether unschoolers or not, every parent must deal with these issues. Homeschoolers can agree on matters of how children learn and can even share a similar homeschooling style without agreeing on all of those personal issues; Christians can be unschoolers.

“How do I get the home school curriculum?” and “How much will it cost me?” are common questions. Curriculum, or the schooling materials and books, can be purchased, (new or used), rented, or designed on your own. Here are a few places for each option.

Homeschoolers are concerned with the hearts of our children. One mom shares her busy family's life and how they interact with each other and the world.

One of the most important duties of parents is to help their children to discover and pursue new interests, retaining the love of learning that is almost universal in young children and almost universally extinct in conventionally educated adults. Standardised curricula, and the stultifying educational hoops that schoolchildren have to jump through, sabotage this aim. This can cause trouble for parents who have to satisfy other people ... that they are educating their children properly. Under pressure, they may slide into a "homeschooling" mentality that distorts and damages their children's education.

Little is known of Canadians who were home educated as students, particularly as they compare to their Canadian adult peers who were educated in publicly-funded and private schools. Are they as engaged as their peers in democratic, cultural, and economically productive activities? How do their income levels and income sources compare? Are they more or less likely to pursue postsecondary education, to be involved in their communities, to be physically active? How do they evaluate the advantages and disadvantages of their home education experience? This study provides a demographic and lifestyle snapshot of these young adults and offers an initial description of some of the indicators of the outcomes of the first generation of home education in Canada. The study followed up with Canadian survey participants fifteen years after they first shared information about their home education practices, family demographics, and academic achievements (Ray, 1994). It describes their current education level, occupation, community participation, religious observance, income, life satisfaction, recreational pursuits, and family status, and compares these with those of the general adult population of Canadians in the same age group. We also asked graduates to reflect on their home education experience and how it prepared them for their future.

Mother of Divine Grace is an independent study program with emphasis on a classical curriculum. The program offers a Catholic, classical approach to home schooling, with different levels of service provided. The program offers consultants, teachers, lesson plans, materials, standardized testing, and assessments, along with structure and flexibility.

The development of the trivium model of classical learning is, perhaps, an example of how unbelievers borrow truth from God's world and yet fail to give God the credit. Believers should adopt or reject the trivium model of learning not for pragmatic reasons but because it is either true or false. the primary concern should be: is it biblical? All truth claims must pass the biblical standard. Robert Booth discusses why the trivium model of learning passes the biblical test.