The purpose of this study was to investigate the influence of parental factors on the environmental science performance of Black Caribbean and Black American students in a Mid-Atlantic U.S. state. The study employed two instruments: (a) a student background questionnaire and (b) an environmental science teacher designed test. The instruments were administered to grade 12 students, of which 79% were African Americans and 21% Afro-Caribbeans. A correlational design was used and results compared for the groups. Results revealed that Black Caribbean students outperformed Black American students and parents' discussion of school progress and assistance with homework were some of the factors that significantly correlated with students' achievement. Moreover, findings suggest the positive impact of the migration of first-generation Black Caribbean immigrants to the U.S. may be influencing their children's academic success.