The current investigation used latent profile analysis (LPA) to categorise students according to their strategies for managing mathematics homework. A sample of 918 Chinese students in grades 7–9 rated their use of seven homework management strategies; namely, arranging the environment, managing time, monitoring motivation, managing emotion, cognitively reappraising information, and handling both conventional and technological distractions. LPA identified five distinct profiles that could be labelled: High Across All Strategies, Moderate Across All Strategies, Low Across All Strategies, Low Except for Handling Distractions, and Low Handling Distractions. Profile membership was related to homework effort, completion, and mathematics achievement. Students who profiled high across all strategies outperformed the other groups on these outcome variables. Taken together, the study’s results offer insight into self-regulation of homework behaviour that can have important implications for homework research and practices.