There are many factors that influence the academic success and motivation of students. Social cognitive theory contends that individuals learn and perform based upon a triadic reciprocality of personal factors, behavior, and the environment (Bandura, 1986). Personal factors such as beliefs, behaviors, and the environment equally influence one another. Existing literature suggests that highly motivated students may attain more academic success (Grolnick & Kurowski, 1999; Grolnlick & Ryan, 1989; Grolnick, Ryan, & Deci, 1991); Grolnick & Slowiaczek, 1994). Thus, parenting practices that influence or teach adaptive motivational and achievement outcomes are an aspect of a student's success that are in need of consideration. This study will examine motivational outcomes, as predicted by parenting practices that may influence student behavior.