Available research, primarily based on the analysis of parental support in early years learning, shows how homework serves to widen social inequalities in school attainment. However, most of the research in the French context focuses on primary education, and little is known about the homework strategies developed by secondary school pupils. Based on a survey of 1,685 pupils in their second year of secondary education, this article studies differences in types of homework and the time allocated to it. It establishes five work profiles, highlighting that pupils’ responses to school demands are heterogeneous and have different rates of success in terms of academic outcomes.