The present study examined what kind of parenting best supports toddlers' self-control in the context of poverty. Parents and toddlers (52% female; M[subscript age] = 2.60 years) in 117 families (35% White, 25% Black, 22% Latinx, 15% Multiracial, and 3% Asian; M family income = $1,845/month) engaged in structured interaction tasks, and toddlers completed a snack delay task concurrently and after 6 months. Latent profile analysis based on eight observed parenting behaviors representing learning support and responsiveness/sensitivity (e.g., teaching, technical scaffolding, teamwork, instructions, choices, language use, specific praise, and warmth) identified four parenting profiles: Lower Learning Support/Lower Responsiveness, Moderate Learning Support/Moderate Responsiveness, High Responsiveness, and High Learning Support. Toddlers with parents in the High Learning Support profile demonstrated the greatest self-control 6 months later, compared with toddlers of parents in the other three profiles, and there were no statistically significant differences in self-control among toddlers of parents in those other three profiles. Results were robust even after controlling for initial levels of self-control, as well as multiple other child, parent, and family characteristics. These study findings highlight the importance of parents' learning support in understanding the early development of toddlers' self-control in the context of poverty and reinforce the need to create and refine preventive interventions in this area.