This study investigated children's practices and ideas or perceptions about self-regulation for two particular aspects of schoolwork: completing homework and learning for a class test. Subjects were 86 Anglo children (ages 7, 9, and 11) who were interviewed about their practices and ideas concerning homework completion and test preparation. Results revealed few age differences in practices. However, an age-related shift in ideas was found, from other-regulation in 7-year-old students to self-regulation in 11-year-old students. This finding provided some evidence of a broad developmental progression in children's understanding of both the purpose of learning and their responsibility for homework. No gender differences were found on any of the issues under consideration. (MM)