According to Simplico (2005), critics who were led by parents have argued, "Children are spending too much time doing homework, which has no impact on their learning" (p. 138). This research study is significant for students, parents, teachers, educators, and administrators who wish to compare beliefs of families, students, and teachers regarding homework for elementary-aged children. The following research questions were asked: What are teacher practices concerning homework in elementary school? What are student's experiences with homework in elementary school? What are parent experiences while doing homework with their child? What is the relationship between teacher and student expectations regarding elementary school homework? What is the relationship between student and family expectations regarding elementary school homework? What is the relationship between the family and teacher regarding elementary school homework? To investigate these questions, in-depth interviews and home observations were conducted with family members, elementary students, and fourth grade teachers. Data from the interviews and home visits were analyzed using phenomenology and inductive analysis. Although families, teachers, and students often had different beliefs concerning elementary school homework, each group addressed the same key components. Policy, communication, resources, time, and organization all impacted how individuals approached homework. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]