This study investigated students’ motivation and perceptions of learning in relation to the use of a web-based homework tool in one College Algebra course. While several studies have been conducted examining web-based homework, few have moved beyond the examination of “equivalency” of the methods. A quantitative research design, specifically a survey design, was employed. Research questions examined (1) if student backgrounds or prior experiences impacted their perceptions of the use of web-based homework tool affecting their learning, and (2) if the web-based homework tool influenced students’ learning strategies or motivation to complete their homework. The results suggest that students were motivated to complete more homework using the web-based tool than with traditional paper-based methods. Additionally, about one-third of the students surveyed felt that the web-based homework did increase their mathematical understanding more so than with traditional paper-based methods. Moreover, students who felt more motivated to complete their homework using the web-based system “were also more likely to acknowledge the need for help and seek out assistance from others.” Implications for the implementation of web-based homework systems are discussed.