The purpose of this study is to find out what type of parental parenting attitudes perceived by underachievers in elementary school. The subjects of this study were 20 students who missed elementary school learning at the learning support center in Iksan City, Jeonbuk Province. Before going to the center, I explained the purpose of the research by telephone and gave the explanation and consent of the research to the children and then conducted the questionnaire. The examiners were three undergraduates who had completed the Education for Children with Learning Disabilities in their undergraduate programs, and they distributed and collected questionnaires directly. There are four types of measurement tools: parental attitude style (affection -hostility, autonomy-control, achievement-nonachievement, rational–irrational). As a result, first, there was a difference in rational - irrational dimension according to one day study time. Second, there was a difference in self - control according to reading time per day. Third, there were differences in affection - hostility according to the presence of learning problems. Therefore, children with poor learning were perceived that their parenting attitude was reasonable and autonomous when the study time and reading time were less than one hour per day. In addition, it is perceived that parents who think that they are well aware of the problem of learning because they are affectionate.