Using a sample of 995 students living in residential housing at a selective, public research university, this study examined the relationship between student-parent interactions and adjustment to college and investigated differences between student-mother interactions and student-father interactions. Results indicate that students are generally satisfied with the interaction they have with mothers, yet desire greater communication with fathers. Students' perceived quality of communication with mothers and social and/or emotional support from fathers are associated with positive adjustment. Administrators developing programs should recognize the unique contributions mothers and fathers have on academic and social adjustment, while also recognizing the primacy of peer influence during college.