Research suggests that homework has moderately positive impacts on student learning in brick-and-mortar schools (Marzano & Pickering, 2007), but no prior research has explored such relationships in cyber schools. We surveyed parents (n = 232) and students (n = 269) at an American cyber school, and collected student achievement data. For students and parents, findings indicate modest direct relationships between homework and grades and retention. For parents we also find evidence of direct relationships between homework and perceived school quality. Stronger relationships are found for the students' prior traditional school than for the cyber school, suggesting the inchoate nature of homework in a setting where the home is the school.