This study presents a psychometric evaluation of the Homework Management Scale (HMS) for mathematics, consisting of five subscales for measuring homework management strategies. Confirmatory factor analyses were conducted with a sample of middle school students (N = 796). Results indicated that the factor structure of the Chinese version of the HMS for mathematics was consistent with the original one developed in the United States. Furthermore, the HMS and its subscales were correlated with related measures (i.e., homework purpose, homework behaviors, and learning strategies) in the theoretically expected directions. These findings suggest that Chinese version of the HMS is a valid multidimensional measure for mathematics homework at the middle school level. In addition, these findings strengthen the validity of the HMS, as China and United States represent two countries in East and West that differ with regard to their education system in general, and with homework practices in particular.