The purpose of this paper is to provide a strength-based discussion of the relationship between parenting values of low-income African Americans and the academic performance of their school-aged children. Using resilience theory as a framework (Seccombe, 2002), the authors suggest that African American parents in low-resourced communities have multi-layered obstacles to overcome in order to promote positive academic outcomes for their children (West-Olatunji, 2000). Parents possessing coping skills may educate their children with protective factors against systemic oppression and educational hegemony. The authors provide recommendations for mental health professionals to enhance their effectiveness when working with African American parents and their children. Future research can expand on the recommendations noted in order to continue to aid counselors and foster more effective relationships with parents from culturally diverse backgrounds in order to decrease the gap between home and school and to ultimately impact African American children's educational achievement.