The purpose of this study was to determine the relationship between parenting styles and academic achievement a case of Guraghe zone social science preparatory schools. To conduct this study a correlation research design was employed. Sample social science Preparatory schools and sample Respondents from each school were selected by using simple random sampling. A sample size of 219(42%) parents of school students were participates by the study. Questionnaire and document analysis were the data collection tools, employed in this study. Further, data on school students performance were collected through document analysis of students progress reports. Having pilot tested the instruments; data were collected from parentsâ€™ members through questionnaires. Data were analyzed and interpreted using quantitative techniques. The findings of this study showed that a significant relationship between parenting styles and childrenâ€™s performance. The correlation between parenting styles and academic performance was computed through Pearsonâ€™s correlation coefficient (r). The study found relationship between authoritative parenting style and childrenâ€™s performance was significant where r = 0.80 and p = 0.001< .05. The findings of the study indicate that there was a strong positive Correlation between authoritative parenting and children's performance. Authoritarian parenting style was negatively correlated to childrenâ€™s performance, where r = -0.27 and p = 0.003< 0.05. The relationship between permissive parenting style and children's performance was not significant where r = 0.17 and p =0.225 > 0.05. The p value 0.225 was found to be more than the critical value of 0.05. The study found no significant correlation between permissive parenting style and children's performance. It was recommended that there is need for school managers and administrators, woreda and zone Educational office to develop program that would sensitize parents on use of optimal parenting styles and related practices.