Although homework appears to be an effective part of public school education in America for students with and without handicaps, there is little information available on the implementation of homework practices for handicapped students. In this study, survey responses from 1270 teachers and administrators in four southeastern states, processed through factor analysis, indicate that there were four major factors associated with homework (Value, Obstacles and Implementation, Frequency, and Feedback). Analysis of variance of the four factors against demographic variables (independent variables) revealed other significant differences. Results are discussed in light of the practical implications of homework for public-school students with handicaps.