Homework has been a mysterious world to educators due to the fact that it is hard to collect data with regard to homework behaviors. Little is known about when a student works on homework, how long it takes him to complete the homework, how much time he spends on a problem and whether and where he has struggled, etc. Such information not only have implications on a student's performance level on assigned skills, but also are potential indicator of his non-cognitive status, such as engagement with homework and whether he was persistent. In this paper, we present our initial effort to uncover the mysterious world through exploratory analyses of the system logs from the ASSISTments platform when 690 7th grade students in the state of Maine did their math homework in the system. [This paper was published in: Proceedings of EDM 2014, London, UK, July 4-7, 2014. p425-426.]