Research shows that parental involvement in children's education is the greatest indicator of good attainment (Desforges and Abouchaar 2001). This finding is supported by Sylva et al. (2003). Further, the economist Professor Layard has written about the economic value of happiness (Layard 2003). Home educated children are known to receive a great deal of parental involvement in their learning and research shows that happiness is a notable characteristic of home education. Home education brings families a level of freedom and flexibility that extends beyond education into a way of life, such that, whatever their initial reason for home educating, this becomes a lifestyle decision (Neuman 2004). However, whilst research from around the world supports the view that home education works well for very many children and their families (ie. Rothermel 2002), the British goverment recently ordered a Morgan Review of Home Education to reveiw claims that ‘home education, could be used as a ‘cover’ for child abuse such as neglect, forced marriage, sexual exploitation or domestic servitude’ (DCSF 2009). This paper seeks to consider the evidence and to ponder the following further questions being asked by the review: Why do parents choose to home educate? What is a suitable education and how can it be identified and assessed? How could registration be achieved, and is it necessary? The paper further reflects on how ‘safeguarding’ can be achieved within a home education context. The paper takes evidence from earlier research by this author (Rothermel 2002, 2004a, 2004b, 2008) and from the author’s subsequent work as an expert witness at court in cases involving home education, together with a review of other contemporary literature and research. In the light of the evidence, the conclusion considers whether home educated children are being increasingly 'problemetised' (Monk 2004) and discusses how popular notions about home education are characterised in the words of MP Tim Collins who warned, "Giving very young children the idea that they will learn more outside the classroom than in it, is a desperately dangerous notion" (9th February 2005, bbc.co.uk). This author has been invited to contribute to the government review and this paper has been written to provide written support to an earlier, verbal submission.