Teachers' trainings regarding homework have also been a concern with regard to properly writing custom-tailored assignments for students with learning disabilities. A survey coupled with an interview of more than 300 teachers was conducted and only one individual claimed to have taken a course that focused on homework. In addition, a teacher survey was also completed and only 18% had actually attended professional development workshops on the topic of homework assignments can be created that are structured and tiered according to a student's skill level to help foster positive experiences in learning which in turn could result in a better submission rate of homework, higher passing rates in classes, as well as lower retention rates and drop-out rates. So to paint a clear phenomenology was used to carry out the sturdy. The main purpose of this sturdy I undertook was to identify the thoughts, feelings, experiences and attitudes of the teachers of students with learning disabilities in grades 3'6 regarding the value, application, and creation of homework assignments.This phenomenological study involved face-to-face interviews of teachers at multiple sites i.e. diners, diners, classrooms, conference rooms. The choosing of the location of the interview was a matter of mutual convenience. The teachers were also observed and anecdotal notes were taken. Teachers selected for this study were those working in public school districts in the State of New York. These teachers had to have been currently teaching students with learning disabilities in grades 3?6 and had to have had at least two years of teaching experience. For the purpose of the sturdy I conducted thirteen interviews with the teachers who met the aforementioned requirements. In order to recruit teachers for this study I posted a publication on special education web sites, teacher sites, and the Council for Exceptional Children. Participants were not compensated for the interviews.