This study examined the relationship between parental influence and the school readiness of African American boys, using data from the Early Childhood Longitudinal Study: ECLS-K, Parents' influence, via their academic beliefs and behaviors, was associated with the cognitive performance of African American boys during kindergarten. While previous research has produced similar results, the present study indicates there are differences in which academic beliefs and parenting behaviors are most effective in facilitating school readiness and early achievement. Emphasizing the importance of academic skills for African American boys was associated with higher reading and mathematics achievement as well as prior enrollment in center-based child care. Parenting behaviors, such as discussing science topics, reading books, and discussing family racial and ethnic heritage, differed in their significance in predicting cognitive outcomes. Implications for differences in the kinds of parental involvement in the education of African American boys are discussed. (Contains 4 tables.)