Abstract: Automated web-based homework is an increasing trend in college mathematics courses over traditional paper and pencil based homework. One university’s college algebra course has shifted the majority of homework assignments into the online environment, allowing for immediate feedback. This pilot study examined the degree to which web-based homework affected students' perceptions of learning and motivation in college algebra courses. Quantitative and qualitative data were collected from 376 students. Students’ perceptions of the web-based homework were evaluated through a survey containing both Likert-scale items and open-ended questions. Preliminary findings indicate few students appreciated the immediate feedback from the web-based homework, but most felt more accountable for completing the problems because of the points assigned.