Parenting styles include various dimensions such as support, monitoring, setting boundaries, and social interactions that have broad effects on children's academic experience and behavior. For example, supportive and friendly styles are usually associated with increased academic motivation, building self-confidence, and improving concentration in the classroom, which are directly related to academic achievement. The main purpose of this study was to investigate the relationship between parenting style and academic achievement with the mediating role of academic success. The purpose of this applied research and the research method in this study was descriptive correlational and the statistical population was selected from 300 parents of sixth grade male and female students in Ray city in the academic year 201-202 using random sampling and cluster sampling. The data collection tools were Baumrind's Parenting Styles Questionnaire (1967), Hermans's Academic Achievement Questionnaire (1970), and Wells's Academic Achievement Questionnaire (2010). The data analysis method was using descriptive statistics and inferential statistics using SPSS and PLS software. The findings of the study showed that parenting styles and their components (permissive, authoritative, and authoritarian) have an impact on academic achievement and success. The results indicate that academic success has an impact on academic achievement. The results of the Sobel test also indicate that academic success has a mediating role between parenting styles and academic achievement.