Using the Family-School Relationships Model as a theoretical guide, this thesis is an investigation of the relationships among the predictors of positive interactions and hostile-ineffective interactions (Level 3, General Parent-Child Interactions), parental support and/or involvement (Level 2, School-Focussed Parent-Child Interactions), and prosocial behaviour, self-image, and academic focus (Level 1, Child Characteristics) assessed at ages 10-11, and the outcomes of academic achievement and social adjustment (Level 0, Child Outcomes) assessed at ages 14-15. From the National Longitudinal Survey of Children and Youth, the sample was isolated down to a group of 260 children, their corresponding teachers, and Person Most Knowledgeable who participated in both Cycles 1 and 3 of the survey. Path analyses revealed that school-focussed parent-child interactions and child characteristics (particularly academic focus) at an early age were predictive of academic achievement (and to a lesser extent, social adjustment) four years later. These findings reinforce that parents can promote children's future academic achievement and social adjustment at school in specific ways. The relevance of family-school partnerships is incorporated and discussed.