Many studies have been conducted to address childhood behavior problems, but much remains unknown regarding the causes and factors that affect internalizing and externalizing problems in children. The purpose of the current research study was to examine the relationships between children's internalizing and externalizing behavior problems and (a) family demographic variables (parents' educational attainment, household income, race, and family structure), (b) parental involvement in the child's education, and (c) the quality of the parent-child interactions among fifth-grade students. Given the negative life outcomes associated with childhood internalizing and externalizing behavior problems, understanding the potential causes of these problems is of paramount importance. The current study employed a longitudinal, quantitative research design using secondary data from the Early Childhood Longitudinal Study managed by the National Center for Educational Statistics. Descriptive and inferential statistical techniques (including Pearson correlations, one-way ANOVAs, and multiple regression analyses) were employed. The results showed that (a) the family demographic variables explained 10% of the variance in externalizing behavior problems scores but only 3% of the variance in internalizing behavior problems scores; (b) the quality of parent-child interactions may be a better predictor of internalizing behavior problems than parental involvement in education; and (c) despite the fact that nearly all of the effects examined in this study were statistically significant, the effect sizes tended to be small. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]