The main goal of this study was to explore if parental involvement and extracurricular activity participation could predict well-being and academic competence in elementary school children. Seventy-two children (mean age = 10.9 years, SD = 0.85) and their parents participated. Results revealed that parental pressure and support, when paired with extracurricular activity participation, successfully predicted children's well-being and academic competence. Follow-up analyses were conducted to establish differences between children who participate in low versus high numbers of activities. Results are discussed in terms of how extracurricular activities and parental involvement in activities impact upon positive outcomes in childhood.