Assigning homework is a common practice of teachers internationally. However, we know little about teachers’ perceptions of the qualities of good homework. This article reports on the findings of a study that investigated teachers’ perceptions of good homework activities and their beliefs about homework’s effectiveness as a teaching and learning tool. Data were collected in two stages: a survey of 279 primary-school teachers; and follow-up interviews with 11 of the participants who completed the survey, including collecting samples of homework they assign. The first data source focused on teachers’ practices and beliefs about homework, while the second source provided more in-depth understanding of teachers’ beliefs in relation to their practices. The article presents the salient findings related to teachers’ perceptions of the qualities of good homework activities, as well as contextual factors that limit teachers’ ability to assign good homework. It includes practical implications for English-language teachers.