The aim of this study was to examine whether student achievement and school location may influence a range of homework management strategies. The participants were 633 rural and urban students in Grade 8. These homework management strategies include: (a) setting an appropriate work environment, (b) managing time, (c) handling distraction, (d) monitoring motivation, and (e) controlling negative emotion. Compared with low-achieving students, high-achieving students reported more frequently working to manage their workspace, budget time, handle distraction, monitor motivation, and control emotion while doing homework. Urban middle school students, compared with their rural counterparts, reported being more self-motivated during homework. (Contains 3 tables.)