The article evaluates the relationship between homework and self-regulation from the elementary grades to college. It reveals that quality measures of homework such as managing distractions, self-efficacy and perceived responsibility for learning, setting goals, self-refection, managing time, and setting a place for homework completion are more effective than only measuring the amount of time spent on homework. During homework completion, students engage in self-regulation by motivating themselves, inhibiting distractions, using strategies to complete homework, managing time, setting goals, self reflecting on their performance, and delaying gratification. As a result, self-regulation and homework are related and the findings show that from elementary grades to college, skilled learners engaged in the above self-regulatory behaviors during homework activities. Self regulatory behaviors develop gradually over time with repeated practice. Evidence from experimental studies shows that students can be trained to develop self-regulation skills during homework activities. It is important to continue with training studies at all grade levels so that students can become aware of the relationship between homework activities and these self-regulation processes such as goals, self-efficacy, self-refection, time management, and delay of gratification. Evidence from correlational studies showed that students' self-regulation skills and motivational beliefs correlate positively with homework activities. Homework assignments that are adequately challenging and interesting help struggling and at-risk students develop motivation and self-regulation skills and achieve success. Teachers can help students develop these behaviors by using homework logs. Data from the logs can help teachers show students their strengths and help them overcome their weaknesses. (Contains 1 table.)