Promoting lifelong physical activity is a primary goal of physical education. Yet, with the reduced amount of time allocated to physical education, promoting participation in physical activity outside of school is essential. Active homework represents an extension of the existing physical education curriculum by motivating students to engage in physical activity outside of school while reinforcing the benefits of regular physical activity. The purpose of the study was to examine student perceptions of active homework as a method of increasing physical activity levels and meeting national physical activity recommendations. Data were collected from 69 middle school students (grades 7 and 8) who completed self-selected active homework assignments a minimum of three times a week for at least thirty minutes over six weeks. Students submitted a weekly activity log signed by their parents that documented the type of activity, duration, number of steps, and who the activity was completed with. To investigate students' perceptions, semi-structured 20-minute qualitative interviews were conducted. Researchers coded interview transcripts using open, axial, and selective coding (Strauss & Corbin, 1998). Results are organized around themes of students' perceptions of active homework: (a) understanding and impact, (b) reliability and accuracy, and (c) affirmation and encouragement. After initial negative reaction to homework being assigned in physical education, students accepted homework when they recognized it as something that was valuable, easily completed and did not take much time away from physical education. Students described both immediate and long-term physiological changes as a result of being physically active. However, some students admitted to fabricating their activity log to fulfill their active homework assignments. For some, active homework confirmed regular engagement in physical activity through organized sport. For others, assignments encouraged additional activity and rewarded participation in activities that they initially had not identified as being active (i.e., yard work, walking the dog). Finally, in some instances, students identified that active homework provided incentive for parents and siblings to increase their physical activity time. Overall, students perceived active homework as a viable additional to physical education. The findings indicate that teachers recognize students' interests by encouraging non traditional physical activity and should reward physical activity outside of the school. By extending the school physical education curriculum, active homework can serve as a tool to reinforce healthy lifestyle concepts and engaged students and their parents in physical activity. Keyword(s): curriculum, physical education PK-12