This study investigated multilevel models of homework time management involving Chinese middle school students. At the individual level, homework time management was positively associated with arranging the environment, monitoring motivation, time on homework, and teacher and parent autonomy support. Additionally, homework time management was positively related to teacher autonomy support at the class level. Taken together, this study extended previous research, by indicating that homework time management was positively related to teacher and parent autonomy support when accounting for other theoretically pertinent variables. Implications of these results are explored with respect to homework practices and potential avenues for future investigation.