The study was conducted to explore the influences of parenting styles on racial identity and academic achievement of biracial children in the Southeastern region of the United States. Despite the apparently growing number of Black and White biracial children, little research existed regarding the interactions with parents in the home lives and schools of these children. This basic qualitative study used the analysis of content to discover, describe, and understand parental perceptions of parenting styles and influences of parents of biracial children, specifically Black and White. Qualitative research allowed active participants to clarify and make sense of their own life experiences and perspectives. A convenience sample was obtained by posting flyers on information boards at stores, libraries, and social media sites. For the purpose of seeking an understanding, data was obtained through semistructured, open-ended, and conversational interview questions that were presented to seven interracial couples (14 participants) with Black and White biracial school-age children (5-23). The analysis of data uncovered themes by using open-coding. To assist with the organization of data, the software program NVIVO 10 was used. Results demonstrated that authoritative parenting was associated with higher levels of high academic achievement and identity development of biracial children, specifically Black and White. The study enhanced the knowledge base regarding the parenting style of parents with biracial children, specifically Black and White. Future studies may explore parenting styles on the academic achievement and identity development of parents who are from different racial backgrounds with biracial children. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]