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. 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. 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. The purpose of this study is to expand upon the existing research on the relation between parenting practices and motivation. Specific consideration will be given to the parenting practices of parenting style and parent involvement, and two views of motivation, goal orientation, and autonomy. The relations among the styles of parenting, the level and type of parental involvement, and three goal orientations and autonomy will be examined. This study will contribute to the existing knowledge regarding the relation between parenting practices and motivational processes that foster optimal motivation. Potential implications of this study may address the issues surrounding the importance of parenting practices in the academic career of a student. (Contains 3 tables.)