The aims of this thesis included examining the historical development of homework, which was in its beginnings just a part of unpaid child labour at home, and developed into an obligation that has its usefulness questioned by many. Furthermore, this thesis offers explanation of the pedagogical aspects of homework including theoretical postulates of the homework’s role in education which, among other things, entails improvement of language competence, academic success, and increase in the sense of responsibility towards work. Within this context, the emphasis is on English language teaching. Moreover, an insight is given into the role of parental help in solving homework tasks, which can have a dichotomous effect. This means that parents have to be careful in providing help because children do not benefit from intrusiveness and control. In addition, the approach to homework was also examined in the Waldorf and Montessori alternative approaches to education. Homework does not play a key role in these two approaches because the emphasis is on the development of human qualities different from those that are welcomed in traditional school system. After the theoretical and empirical research is examined, this thesis offers an insight into the Croatian legislature and curricula that govern the approach to homework in the public school system. This insight has shown that there are two types of curricula when it comes to mentioning homework. However, those curricula that do mention homework, only do that briefly, while leaving the responsibility of diving into that topic to the teachers.