The purpose of this study was to examine the use of online homework as one way to bridge the gap between how students live and the diverse ways they learn by focusing on the attitudes, academic achievement, and learning styles of sixth grade language arts students. Students in the treatment group completed online homework, while the control group received traditional paper-and-pencil homework. Data were collected from student attitudinal surveys, TCAP language arts scores, Discovery Education assessments, and multiple intelligence inventories in order to determine impact of the mode of homework received. The results of implementing online homework were mixed; however, treatment students did show significant attitude gains and felt that they benefited from the homework assignments. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]