Homework is a ubiquitous educational practice, researched predominantly from adults’ viewpoints. The perspectives of children, the principal participants in the homework process, are largely neglected. Sociological research on homework, particularly using qualitative approaches, is conspicuously absent. This interpretive study addresses these gaps. It explores primary-school pupils’ perspectives on homework; describes how they are mediated by social class, gender, and migrancy status; and deploys Bourdieusian theory to interrogate homework as a site of social and cultural reproduction. 41 group interviews were conducted with 186 fifth-class pupils (aged 10-11 years) in 15 purposively sampled Irish primary schools, coded using NVivo v12, and thematically analysed. Children’s perspectives on the nature and organisation of homework were complex, critical, and reflective. While reporting multiple negative physical, temporal, emotional, and social implications, they maintained mainly positive dispositions towards homework. Through apparent internalisation of societal doxic beliefs about its importance and benefit, they perceived homework as instrumental in their educational progression and life success, also noting shorter-term benefits of enjoyment and purposefulness. Possessing the requisite economic, cultural, and social capital for successful homework completion in the form of physical and human resources, organisational and time-management skills, and the ability to fulfil institutional demands attributable to congruent habitus-field alignment, resulted in middle-class children appearing better placed to secure advantage from homework. Girls appeared somewhat more successful at aligning their practices with institutional expectations than boys, and a competitive individualism in the habitus of middle-class girls meant that they saw homework as a means of surpassing their peers. Migrant children, less endowed with certain capitals, and experiencing language and cultural barriers, benefitted from strong dispositions of their habitus including enthusiasm, self-motivation, openness, and resourcefulness. Thus, homework offers a valuable analytic site wherein particularities of field, capitals, and habitus are revealed and micro-processes of social and cultural reproduction become visible.