It seems that instructors and professors--from community college to the Ivy League--are concerned by the lack of work completion in their courses, and therefore by student level of preparedness for class, or indeed, college. Work completion is typically a very large portion of course expectations-- often beginning on day one--and it is generally understood that for every hour of class time a successful student should put in an hour or more of study time. But what does it mean when students don't do it? And, importantly, should teachers have a role in supporting those struggling with work completion? This article explores the answers to these questions and offers tips on how instructors can provide both frontload (before and while homework is assigned) and backload (when homework is not turned in) support to help their students complete their assignments. She also suggests reserving some class time early in the term for homework-completion skills practice. Lastly, she points out that acknowledging the great complexity of the skill-set associated with completing an assignment, giving language to what is working and naming the challenging areas, and then offering methods of support has the power to move students from being stuck to taking action, and will support all students in being more prepared for class.