This study examines the mediating effects of parental attributions of children's academic failures in the relationship between maternal failure mind-sets and their parenting styles. Participants were 323 preschool children aged 4-6 years old, with their mothers completing online questionnaires on failure mind-sets, parenting styles, and attribution of children's academic failures. "Research Findings:" The results indicated that: (1) a failure-enhancing mindset was positively related to authoritative parenting and showed no significant correlation with authoritarian parenting. Conversely, a failure-debilitating mindset was negatively correlated with authoritative parenting and positively correlated with authoritarian parenting; (2) the mediating role of attribution varied depending on the mindsets. Effort attribution did not mediate the association between failure-enhancing mind-set and authoritative parenting. However, ability attribution played a significant role in mediating the relationship between failure-debilitating mind-set and authoritarian parenting. Mothers with a failure-debilitating mind-set tended to attribute children's academic failures to a lack of ability, which subsequently increased maternal authoritarian parenting. "Practice or Policy:" These results provide valuable insights into the factors in influencing parenting styles, emphasizing the role of cognitive factors such as failure mind-sets and attributions of children's academic failures. The findings suggest that cognitive interventions targeting parental beliefs, including failure mind-sets and attributions, could be crucial for improving parenting style.