This study examined the predicting effects of maternal education, maternal language acculturation, parenting involvement in home and school activities, and social support on the academic achievement and social competence of Asian American third graders. The sample included 311 third grade Asian American children with their biological mothers of Asian heritage selected from secondary data Early Childhood Longitudinal Study-Kindergarten Class of 1998-1999 (ECLS-K), Third Grade and Kindergarten. Descriptive statistics, bivariate correlation, and hierarchical multiple regression were used. In all hierarchical multiple regression analyses, child gender, maternal employment and occupation prestige, family income and structure were controlled. The results show that all the regression models were significantly significant. Except externalizing behavior problems, the independent variables (maternal education, maternal language acculturation, parenting involvement in home activities, parenting involvement in school activities, and social support) added statistically significant contribution to the variance of the dependent variables (reading, mathematical thinking, peer relations, externalizing behavior problems, and internalizing behavior problems). Specifically, the regression results showed that the higher the maternal education, the higher the childrens reading, mathematical thinking, the lower the childrens peer relations and internalizing behavior problems. The higher the maternal language acculturation, the lower the childrens mathematical thinking ability and the higher the childrens peer relations. The higher the mother or family members were involved in school activities, the fewer the childrens internalizing behavior problems. The higher the social support for mother, the lower the childrens peer relations. Limitations, programmatic and policy implications, and directions for future research were discussed.