The purpose of this survey study was to investigate the relationship between Hmong students' academic achievements and Hmong parental involvement, home environment, and acculturation adjustment as measured by the Math and English Language Arts sections of the California Standard Test in the United States from parents' perspective regarding student academic achievement at the high school level in the San Joaquin Valley. The study is a quantitative research and involved a group of Hmong refugees that have been re-established their lives in the United States little over thirty years now. There were 152 Hmong parents whose children's grade levels ranged from 9th through 12th grades in an urban school in the central Valley of California participated in the study. Fifty-four percent of the participants still speak Hmong at home and 75.6% of the participants have lived in the United States for more than 20 years. Findings in this study indicated that in terms of student academic achievement, checking grades and attendance on a regular base is more important than participating in school activities for Hmong parents as part of parental involvement. The conditions of home facilities are not as important as communication between parents and children and providing computers and internet access. Lastly, adapting to the new cultural activities results in higher academic performance. For example, reading and speaking English at home, having support on homework, and talking about career goals have positive correlations with student academic achievement. [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.]