In this article, the author used a parenting style framework to explain mixed evidence about the influence of teacher practices on student outcomes. Participants included 3 fifth-grade math teachers and 45 of their students. The author assessed teacher practices, teaching style (i.e., demandingness and responsiveness), student engagement, self-efficacy, and standardized achievement test scores. The most academically and socially competent students were those who experienced an "authoritative" teaching style (i.e., consistent classroom management, support of student autonomy, and personal interest in students). The author found disengagement and limited ability beliefs in the "authoritarian" context (i.e., consistent classroom management but limited autonomy support and limited personal interest in students). She found smaller academic gains in the "permissive" context (i.e., inconsistent management, autonomy support, and interest in students). (Contains 5 tables.)