Previous research has reported the long-lasting effects of children's early adjustment to formal schooling on their later academic lives. However, little has been studied on whether father and teacher communication styles perceived by children during their early school years are comparable. This study explored the relationship between father and teacher communication style as perceived by first-grade Korean students. In addition, potential contributions of father characteristics and social-contextual factors to father communication styles were examined. First-grade students (N = 298, M[subscript age] = 7) reported how their fathers and teachers communicated with them on 18-item surveys. The fathers provided information on their age, education, occupation, income, and number of children. Based on a structural equation model results, the first-graders perceived father and teacher communication styles similarly. The children perceived fathers' and teachers' mutual communication styles as more equal than unilateral. According to ANOVA, the fathers' ages and number of children in the families determine the communication styles of fathers: fathers in their 30s or younger had a more receptive listening attitude toward their children. Fathers with a single child or more than four children also appear to be receptive communicators. Policies to increase the quality of father communication were discussed to enhance first-grade students' quality of communication with teachers and to help with their school adaptation in Confucius heritage societies such as Korea.