This phenomenological investigation examined the perceptions of Catholic elementary school teachers and their homework practices within a suburban Catholic school in California. The purpose of this study was to understand the lived experiences of Catholic school teachers regarding the standard practice of assigning homework to elementary school students. Three research questions guided the study: (a) What are the lived experiences and perceptions of Catholic elementary school teachers regarding homework, (b) What role or importance has homework served in these teachers' classrooms, and (c) To what degree do the beliefs of teachers regarding homework match their practice? Analysis of participants' responses yielded three themes: (a) Teachers follow their own pedagogical beliefs even if it conflicts with policy, (b) Teachers believe the purpose of homework is to teach responsibility and practice, and (c) Teacher beliefs regarding homework are inconsistent with their practices. Educators can use the information provided by study participants to aid current and future practice and policies enacted within Catholic schools. This investigation found that Catholic educators rarely knew their schools' policy regarding homework. It is recommended that thorough onboarding programs be developed to help these teachers familiarize themselves with school policies and allow them to voice their concerns with regard to their philosophies of education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]