This study examined the degree to which dimensions of parenting predicted early academic outcomes in a sample of 111 low-income African American children. Three aspects of parenting were assessed when the children were 36 months old: language stimulation, math-related stimulation, and maternal sensitivity. Academic outcomes were assessed at 54 months and included children's applied problem solving skills, letter-word identification, and vocabulary. Although the findings suggested that maternal sensitivity and cognitive stimulation are related to early academic skills for low-income African American preschoolers, the results of regression analyses varied depending on the outcome measure. Of particular interest is the finding that language stimulation was a stronger predictor for boys than for girls.