This paper describes a program designed to increase student motivation to complete homework assignments. The targeted population consisted of 3rd, 4th, 9th, and 10th grade students attending schools in the Midwest. Analysis of probable cause data reveals that parental involvement can be insufficient and misdirected. Homework can lack relevance to content material, skills, and students' lives. Students may lack organizational skills and homework strategies to complete homework assignments. Data also indicates that poor student attendance can influence homework completion. A review of solution strategies resulted in the selection of two major categories of intervention: direct instruction of organizational and homework strategies, and the development and implementation of individualized student homework contracts to increase student motivation to complete homework assignments. A comparison of the results of the pre-and post-intervention surveys was mixed. Post-intervention data at the high school sites showed that the homework completion rate did not change significantly. Although the results at the high school were not dramatic, the interventions for some individual students were extremely effective. All sites believed that the most successful and influential parts of the intervention for students was to stress the teaching of homework and organizational skills coupled with increasing parental involvement. (Contains 28 references, 11 appendixes, and 6 figures.) (JDM)