The purpose of the study was to investigate the relationship of home parental involvement practices, parental style and student achievement. Dimensions of parental involvement practices are parental instruction, parental reinforcement, parental modeling, and parental encouragement. Dimensions of parental style are authoritarian, permissive, and authoritative. Demographic information included child's ethnicity/race, economic status, gender, and low and high performance scale score on the New York State Grade 4 English Language Arts and Math tests. This study was based on a modified survey from the work of Hoover-Dempsey and Sandler (2005). Baumrind (1966) parental styles of authoritarian, permissive, and authoritative were used to investigate parent attitudes toward home parental involvement practices, styles, and their relationship to student achievement. For the purpose of this study, economic status was categorized by eligibility for free or reduced lunch status. Students who were eligible for free or reduced lunch were classified as living in poverty, and students not eligible for free or reduced lunch were classified as not living in poverty. This study was performed in a suburban Long Island, New York, school district. Parents whose children took the New York State Grade 4 English Language Art and Math tests were sent a survey to investigate their attitude about research-based home parental involvement practices, parental styles, and the relationship to student achievement. The findings from this study indicate that there is a significant relationship between authoritarian parental style and English Language Arts test. [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.]