In the Russian Federation, a growing emphasis on individualism and a profusion of educational options create challenges and opportunities for adolescents making the transition to secondary school. To investigate Russian students' perspectives during this important developmental period, we conducted two open-ended interviews with 32 ninth graders and obtained achievement data from their teachers. Most students reported having autonomy regarding their current academic schoolwork but receiving assistance from their parents with regard to choices about their educational future. High-achieving students were more likely than low-achieving students to report that their parents set limits on their peer activities. The findings suggest that the nature and effectiveness of parental involvement must be evaluated with respect to a particular developmental period and sociocultural context. (Contains 1 note.)