Given the disadvantaged position of working-class children in the education system, it is important to understand how parents and families might support their children to succeed academically. This paper reports on 35 case studies that were conducted as part of the Effective Provision of Pre-School, Primary and Secondary Education (EPPSE 3-16) research project. Using in-depth interviews with children and parents this study investigates parental involvement with school and learning during primary and secondary school years in working-class families with children who are academically succeeding above prediction and children who are progressing as predicted, given their background characteristics. The paper provides descriptions of emotional and practical support for academic learning in these families and discusses how parents explain their involvement or lack thereof. This paper identifies differences in socialisation practices between the two groups of working-class families: "accomplishment of natural growth" in families with children progressing as predicted (Lareau, 2003) and "active cultivation" in families with children succeeding above prediction.