Working memory (WM) is highly predictive of academic performance, and individual differences in WM can already be observed in early childhood. However, obtaining accurate measures of WM in kindergarten-aged children is labour intensive. From an intervention perspective, identifying correlates of WM that are more readily measured can help identify children who require assistance more efficiently. This study examined the associations between socioeconomic status, parents related variables, and WM. The children (N = 258), recruited from Hong Kong kindergartens, were administered three WM tests. Their caregivers completed a questionnaire on socioeconomic status, financial worries, parental stress, psychological distress, parenting style, and the home learning environment. The results showed that socioeconomic differences were not associated with WM. However, children with parents who were more permissive had lower WM. It is suggested that the lack of parental demands that characterizes permissive parenting practices may reduce children's engagement in activities that improve WM.