The purpose of this study was to examine the evolution and the relation between students' homework management strategies, their parents' help in homework and school and homework achievement across the transition to high school. Data were drawn on 101 student-parent dyads who participated in a two-year longitudinal study. Findings indicate parent involvement fosters three homework management strategies in middle school (i.e., managing time, monitoring motivation and monitoring and controlling emotion) and two (arranging environment and monitoring and controlling emotion) at the high school level. In summary, our study provides evidence that family-school collaboration remains essential at the high school level. (Contains 4 tables and 1 footnote.) [This research was supported by a grant to the first author from the Social Sciences and Humanities Research Council of Canada.]