This study examines the relationship between parental support, parental monitoring, and time spent with parents and academic achievement among adolescent girls and boys in Iceland, a high-income per-capita Nordic country. The indirect role of school effort is also examined. Data of 7430 9th and 10th graders is analyzed in the study. Structural equation models show that parental factors are all associated with academic achievement among both boys and girls. However, for both genders, these associations are mostly indirect, through school effort. The relationship between the parental factors and academic achievement is similar in strength for boys and girls. Boys however receive less parental support and are less monitored than girls. Study implications are discussed. (Contains 4 tables and 1 figure.)