This study examined models of homework interest at the secondary school level to assess whether homework interest varies across race and school location and whether the influence of race on homework interest depends on characteristics of the context (e.g., school location and teacher feedback). Student- and class-level predictors of homework interest were analyzed in a survey of 866 eighth graders from 61 classes and of 745 eleventh graders from 46 classes in the southeastern United States. Results revealed that homework interest did not vary across race (Black students vs. White students) or school location (rural settings vs. urban settings). On the other hand, Black students considered homework more interesting in classes with more frequent teacher feedback than in classes with less frequent teacher feedback, but exactly the opposite was observed for White students. (Contains 3 tables and 1 figure.)