This qualitative research investigated the effect of a homework model designed to develop students' problem solving behaviors by advancing their ownership of understanding and responsibility. Students were expected to be active learners by isolating and communicating points of homework confusion. The teachers in this study provided feedback through semi-structured personal conversations, group meetings, memos, journals, and reflective writings. Results suggested that the homework model placed a reasonable share of the work to gain ownership of understanding on the student while developing students' problem solving behaviors, provided an opportunity for the students to act responsibly, increased mathematical communication, decreased the amount of class time spent going over questions on the homework, and provided teachers with a detailed assessment of student needs, without radically altering curriculum or pedagogy. Contains 40 references. (Author/MKR)