It has been suggested by researchers that educational television programmes may support the language and literacy development for children, especially those in immigrant families. In an immigrant family, many family characteristics appear to be related to educational television programme viewing of children at home, for example, parental acculturation (the process of adapting to the new culture) and parental mediation (supervision and guidance) of television viewing. In the present work, the parental influence on children during educational television viewing was studied quantitatively, based on a sample (n?=?171) of immigrant families with children aged 3-6?years collected across the U.S. The results have revealed that significant differences existed between Asian and Hispanic groups in coviewing mediation and in their children's educational television viewing. Furthermore, language in parental acculturation significantly predicted instructive and restrictive parental mediation, and parental occupation significantly predicted language in parental acculturation. This study initiates the attention to the topic of educational television viewing in immigrant families, which warrants further investigations in the future as the Asian and Hispanic immigrant population increases rapidly in the U.S.