For several decades, teachers and researchers have argued the value of homework. There have been research reviews suggesting that homework is beneficial, such as the meta-analyses done by Harris Cooper, Jorgianne C. Robinson, and Erika A. Patall. However, critics of homework argue that it is not effective and interrupts family interactions and fosters a competitive environment that values work over social interactions. In this article, the authors describe how their work with high school students has allowed them to clarify their understanding of how classroom instruction and homework can complement one another to result in deeper understanding and improved skills. The authors describe instructional methods for designing homework that enables student learning by ensuring that students are thoroughly prepared for and responsible for the tasks assigned. (Contains 2 figures and 1 note.)