This article examines the role of self-regulation of learning on assigned homework. The findings reveal positive relationships between homework activities and self-efficacy, responsibility for learning, and delay of gratification. This review shows a positive relationship between homework and a range of self-regulation skills that facilitates academic achievement and performance. It reveals that homework assignments can enhance the development of self-regulation processes and self-efficacy beliefs, as well as goal setting, time management, managing the environment, and maintaining attention. This article provides a starting point from which to launch renewed efforts to continue examining the strengths and limitations of current homework practices. (Contains 2 tables and 1 figure.)