Research evidence on the effects of homework on pupils’ educational success is still ambivalent.  This paper explores how Greek-Cypriot families with different demographic characteristics meet school expectations in assisting their children with homework.  The data set includes individual interviews from 86 parents and another 18 focus-group interviews with parents.  The findings of the study indicate that Greek-Cypriot parents offer their children some form of support in order to fulfil school expectations regarding homework.  This support is mostly provided by the mother, thus confirming gendered patterns of parental links with schools elsewhere and in Cyprus.  The findings also suggest that particular groups of parents, predominantly lower class and rural, appear unable to meet school expectations in assisting their children with homework. The study’s findings challenge the current predominant framework of positively viewing the content and role of homework and of generalising these claims and their applicability to the improvement of all pupils.