Previous research has indicated that there is no relationship between traditional homework completion and academic achievement among elementary grade students. Yet, elementary school teachers continue to utilize this practice. The purpose of this quantitative study was to investigate the relationship between nontraditional, differentiated reading homework and students' reading achievement, motivation to read, interest in reading, and attitudes toward homework among grade 4 students. The homework of two groups of students (traditional homework group and the nontraditional, differentiated homework group) was compared via a quasi experimental, two group pre-posttest research design. Bandura's social cognitive model was used as a theoretical framework for this 9-week study. The Scholastic Reading Inventory (SRI) scores were used to measure and compare students' reading achievement. Two surveys were used to measure and compare students' interest, motivation, and attitudes. The mixed model repeated measures analysis of variance results indicated no statistical relationship between the two groups and reading achievement. The Mann Whitney U test results indicated no statistically significant difference between the two groups on attitudes toward homework, but significant differences did exist regarding specific facets of students' interest in reading and motivation to read. In an effort to make the practice of homework more meaningful, elementary teachers should assign motivating activities that will capture the interest of young children. When motivation and interest are present, learning will follow. Implications for positive social change include motivating children to want to learn in order to improve their academic achievement so that they can be productive citizens within their communities.