本研究以自我統整理論切入，探索臺灣個人自學的樣貌及自我統整狀態為目的，邀請五名具自學經驗且自我統整狀態趨穩定之20歲以上成年人，以半結構深度訪談的方式進行研究，結果發現一、參與者之自學經驗多元，是參與者對重要事件的理解及詮釋，非各類標籤的集合；二、參與者普遍因自學經驗而感受到與眾不同；三、吸引學生及家長選擇自學的原因迥異，其中過早自學以及吸引家長選擇自學的理由，可能違背自主精神；四、五名參與者的自學與人際經驗關聯，顯示互為因果的現象；最後五、參與者的自我統整狀態呈現利與不利的情形，所遇事件的催化、家長的控制程度、家長賦予學生的自主機會、親子關係的緊密度、以及自學生投入探索行動的程度，皆為促使統整狀態發展的角色。此文為對自學進行初探性研究，研究結果可對自學教育實務有興趣的家長、學生、教師及教育政策制定者提供參考。

The aim of this study was to explore homeschoolers’ homeschooling experiences and to identify their ego identity status. Five adults were invited to participate in semi-structured in-depth interviews. All of them were over 20 years old and had the experience of homeschooling. The results of this study included 1. The homeschooling experiences were diverse, mostly due to their different interpretation of the important events related to homeschooling. 2. Participants generally felt unique and different from others because of their homeschooling experiences. 3. There were many reasons for attracting students or parents to choose homeschooling. Among them, early homeschooling and parents’ beliefs may violate the faith of autonomy. 4. The homeschooling and interpersonal experience showed reciprocal causation phenomena; in the end, 5. The participants’ ego identity status expressed both advantages and disadvantages for their development. Possible factors are derived from the catalysis of the incidents, the level of parental control, the opportunities for students to be independent, the closeness of parent-child relationships, and the extent to which students’ persistence to explore. These results may provide implications for parents, students, teachers, and educational policymakers who are interested to involve in individual experimental education.