Homework is a school tradition such that teaching/learning models of schooling which ignore homework are incomplete. Factor and reliability analyses were used to develop four scales measuring different aspects of teachers’ views about homework, at both the junior and senior secondary levels. The successful scales were concerned with the importance of the following: Outcomes of homework, Structure of homework, Feedback to students, and Parental involvement. Although not strong, teacher responses were positive to all four aspects with the clearest support for the importance of Outcomes of homework. School and teacher characteristics and teaching contexts were associated with some attitudes.