This study was to examine the relationships of parental child-rearing attitude to elementary school student' teacher and peer relation. The subject of the study was 297 sixth graders(150 boys, 147 girls) sampled from elementary schools. Pearson's correlation coefficients were computed to test the relationships between variables of the study and possible multicollinearity problems among independent variables. A series of multiple regression analyses were used to test the relationships between parental child rearing attitude, elementary school student's peer relation, and teacher relation. Parental child-rearing attitude explained elementary school student's teacher relation more powerfully than peer relation. Father had positive effect on elementary school student's relation with peers when he was perceived intimate. Mother had negative effect on elementary school student's relation with peers when she was perceived stern one. On the other hand, Both father and mother had positive effect on elementary school student's relation with teachers when father and mother both perceived intimate and devoted to their child. Finally, elementary school student's peer relation showed partially positive and negative relationship with his or her relation with teachers. These findings were discussed for teachers and parents in terms of developing the effective parenting styles to facilitate elementary school student's school adaptations.