The purpose of the present study is to test the validity of scores on the Homework Purpose Scale (HPS) for middle school students. The participants were 1,181 eighth graders in the southeastern United States, including (a) 699 students in urban school districts and (b) 482 students in rural school districts. First, confirmatory factor analysis was conducted on the rural middle school sample. Results revealed that the HPS comprises 3 separate yet related factors, including learning-oriented reasons, adult-oriented reasons, and peer-oriented reasons. This factor structure was then tested with the data from the urban middle school sample. Given an adequate level of factor loading, common error covariance, and intercept invariance, the difference between the group means (the rural sample vs. the urban sample) was further tested. Results revealed no statistically significant mean differences between the rural and urban groups on any of the 3 latent factors (i.e., learning-, adult-, and peer-oriented reasons). With respect to validity evidence for the HPS scores, as hypothesized, the three subscales were positively related to homework management strategies (arranging the environment, managing time, handling distraction, monitoring motivation, and controlling emotion) and the amount of homework completion, and were negatively related to the frequency of coming to class without homework. (Contains 4 tables.)