Most children do not come home from school empty-handed, but laden with one or more assignments to be completed at home and returned to school the next day. Research suggests that parental involvement with homework can enable and enhance its positive effect. This study investigated middle-grades students' perceptions about parental involvement with homework. Sixth-grade students (n=67) completed 20 mathematics homework assignments designed to involve parents and then completed a survey including explanations about their experiences. Results of the survey indicated that a significant number of these students believe they do better in school when their parents help them with homework. Nevertheless, students reported mixed perceptions about how much they enjoyed working with their parents. Many perceptions focused on the extent to which parents either facilitated or confused the students' understanding of homework concepts, and the positive or negative effect associated with parent-child interactions. Results suggested that educators should explore ways to support parents' understanding of homework concepts and the use of developmentally appropriate strategies for helping their children with homework. (Contains 12 references.) (Author/EV)