The main aim of this research is to determine the types of homework assigned in the 5thgrade Science and Technology course at public primary schools in Northern Cyprus and to explore the opinion of the teachers regarding homework practices. A qualitative case study design was used. The research was conducted during the 2018-2019 school year. The teachers consisted of 7 teachers who taught 5th graders in public primary schools. Data were collected from documents and interviews. Document analysis and content analysis were employed. The results revealed that teachers gave practice homework for purposes of revision and consolidation of the subject matter taught in class. They did not assign homework that was classified as extension homework or as work contributing to the higher-order thinking skills of the students. Additionally, all of the teachers shared the opinion that homework contributes to the success or the grade and to the college entrance exam, which is a central exam to enter secondary school in Northern Cyprus.