The number of breast cancer survivors has increased worldwide. The five-year relative survival rate for breast cancer patients has risen to 89% (1). Despite improvements in the survival rates, the post-treatment period for breast cancer is a process of restructuring and adjustment. Many studies have shown that breast cancer survivors may have persistent physical, and psychosocial problems (2-5). Systematic review and meta-analyses also underline the necessity to offer psychoeducational interventions to help breast cancer survivors manage their biopsychosocial problems and improve their emotional wellbeing and the quality of their life (6, 7). Despite their reported benefits, there have been few studies using post-treatment psychoeducational interventions for breast cancer survivors. The aim of those studies was to test effects of the psychoeducation on the quality of life and psychological distress (8, 9). In a randomized controlled study, a post-treatment psychoeducational intervention reduced anxiety, depression, anger and fatigue and improved interpersonal relationships and several subscales of the quality of life; general health status, emotional wellbeing and role performance (10). In a comparative study, a psychoeducational program was found to offer a higher quality of life and emotional well-being and lower distress than conventional care (11). In another study, psychoeducation provided improvement in knowledge and preparedness for life after treatment compared to routine care (12). Abovementioned studies mostly evaluated effects of psychoeducation based on data collected with scales and could not supply comprehensive data. The aim of this study was to explore breast cancer survivors' experiences and perceptions about participating in a home-based psychoeducational intervention. Results of an experimental study showed that a home-based psychoeducational intervention was effective in reduction of psychological distress and in improvement of the quality of life in breast cancer survivors (13). However, exploring experiences qualitatively can provide more comprehensive understanding of the experiences of survivors who participate in psychoeducation. Such research allows an examination