Previous research has indicated that a student's attitude toward mathematics has a significant influence upon that student's level of mathematics achievement. Consequently, the promotion of positive student attitudes toward mathematics should be an important goal, not only for the educator, but also for the parents. The purpose of this study was to investigate and determine the extent of the relationship between both parents' and students' attitudes toward mathematics, as measured by the Dutton Attitude Scale, and students' level of achievement (high, average, or low) in mathematics, as measured by the California Achievement Test (Mathematics Form E). The subjects involved were 220 third-grade students and their parents, comprising nine classes; four classes were heterogeneously grouped into self-contained settings, whereas the remaining five classes were heterogeneously grouped into departmentalized settings. The findings indicated that there was no significant correlation between mothers' attitudes toward mathematics and students' attitudes toward mathematics; however, a significant negative correlation was found between fathers' attitudes toward mathematics and students' attitudes toward mathematics. Further, no significant relationships were discovered between the students' level of mathematics achievement and any of the three measures of attitudes towards mathematics; nonetheless, implications of a direct influence of parental attitudes upon student achievement were indicated. (JJK)