This study investigates factors contributing to homework non-completion among Moroccan second-year (baccalaureate) EFL students, specifically focusing on teacher feedback, student motivation, and parental involvement. In this context, the research was conducted at Ibn Batouta High School in Larache, Morocco. To achieve this objective, an explanatory sequential mixed-methods design was used. First, surveys were administered to 60 second-year EFL students (38 valid responses) in the Physical Sciences (PC) and Life & Earth Sciences (SVT) streams, as well as four EFL teachers. Subsequently, descriptive statistics were calculated, followed by thematic qualitative analysis. Although students reported positive attitudes toward English, they rarely completed assigned homework. In this regard, three interconnected factors emerged: first, teacher followup issues (infrequent homework checking, limited feedback, and exclusion of homework from grades); second, student factors (low perceived value of homework and weak self-regulation under a heavy science workload); and third, home factors (inconsistent autonomy-supportive parental supervision). Accordingly, evidence-based strategies identified include assigning brief, purposeful tasks; additionally, implementing routine oral/board checking with selective grading; and finally, providing specific feedback and guidance to students and families. Overall, the findings indicate that improving homework engagement in Moroccan EFL secondary classes requires focusing on homework quality and consistent follow-up (meaningful feedback and clear communication of purpose) rather than quantity. Therefore, schools should prioritize feedback-driven routines and supportive practices to boost student motivation and homework completion.