In light of the consistent PISA (Program for International Student Assessment) data results and other statistics that indicate the high academic achievement of Asian descendant students, this study examines Chinese parenting style and its association with children's academic achievement through parents' experiences and perceptions. A qualitative research was conducted through semi-structured interviews, including individual interviews and a focus group session. Findings suggest three key elements of parenting characteristics that associate with children's academic performance. They are "Demandingness as Expectations," "Responsiveness to Academics Needs and Interests," and "Balance between Expectations and Responsiveness." Discussion and implications are provided to inform the research community concerning Chinese descendant families and children's academic performance.