The need for research is fueled by the fact that homework continues to be assigned to students and yet both teachers and parents and teachers question its effectiveness and how it contributes to the student's academic achievement. Many elementary school teachers have different perceptions and beliefs when it comes to giving homework to children with learning disabilities. Children with learning disabilities may either not turn in their homework or not complete it. This would lead to either the student failing the class or even in worse cases the student might drop out of school this is very evident since studies have indicated that children with learning disabilities are also not graduating at the same rate as most of their classmates. Students with learning disabilities lack to turn in their homework due to a couple of reasons for example some assignments may be too long or too difficult for them to understand while others may have unclear directions. The whole study is based on points of those who have been for or against homework. After I did thorough review of the related literature I found out that phenomenological studies had not been conducted regarding educators' accounts of homework assignments, a gap that this qualitative study addressed. Such diversity of perceptions and attitudes regarding homework required a critical examination of educational practices and individual teacher experiences with homework. I also conducted a review by obtaining and reviewing multiple school district policies regarding grading homework and weighting the assignments in final grades. The results indicated that numerous students are failing because they submit unfinished homework or do not submit any homework. Implications from this study may include changes in the ways homework is assigned (if it is assigned appropriately) and a reconsideration of grading procedures. Deciding not to grade homework or possibly reconstructing and modifying homework assignments for students with learning disabilities could be a possible outcome of this study. A secondary outcome might involve opening teacher discussions with administrators about establishing homework policies in school districts as well as customizing homework to the abilities of the students. Little research has been conducted on teacher perspectives and their thoughts and feelings regarding the homework assigned to the population of students with learning disabilities. The data gathered in this study will help educators and administrators gain a better understanding of the experiences, feelings, and thoughts of teachers on homework. By allowing teachers to share their experiences, this research could contribute to better professional development to prepare teachers for increasingly diverse learners.