The purpose of this study was to understand students' perspectives on the role of homework. Middle school students (N = 506) volunteered to complete open-ended surveys describing their perceptions regarding the effectiveness of homework. Qualitative analysis revealed that students identified several instructional and noninstructional reasons for having to complete homework, including enhancing learning, practice, review, punishment, and assessment. Data also described issues related to time, grading, and technology. Further, analysis identified the negative feelings students expressed regarding homework assignments, teacher motivation, and infringement on the quality of family life. How both ambiguous and inconsistent homework practices diminish student commitment and effective learning is also discussed.