Homework assignments trigger various perceptions and attitudes in students, parents or teachers: some overestimate them, others reject them, some do it with pleasure and to others they cause tears. Literature indicates both benefits and disadvantages of homework. In Romania, at primary level, homework is a systematic practice. The explanation is found in the Romanian education peculiarities and in the myth of homework efficiency for the student's development and achievement. This study aimed at explaining the teachers' perception about homework. In the survey conducted online with voluntary participation, 51 primary teachers were involved. Their answers highlight the teachers' beliefs on the need to request daily homework and the parents' involvement in controlling the homework assigned to their children. Respondents also praised in their answers the homework benefits for students, fully ignoring their disadvantages. The main causes of this situation are found in the peculiarities of the Romanian education. The change of the unilateral beliefs of teachers, parents, teacher trainers, curriculum creators referring to homework requires an active involvement of the education professionals. They should transpose the homework practice to systematic research whose results to be addressed to all stakeholders.