This study examines the homework practices of eight teachers working in a high school designed to serve newcomer immigrant students. Individual structured interviews were conducted in which teachers working in an innovative setting explained their purposes of assigning homework, their beliefs about factors affecting their students' homework completion, and any adjustments they may make in designing or assessing homework for their immigrant students. The responses of these teachers provide insight into challenges that newcomer students encounter in their efforts to complete assignments outside of class, as well as ways in which homework may be adapted to support student learning. Implications for schools and teachers serving diverse students are discussed. (Contains 1 table.)