This study investigates how parents' beliefs about mathematics learning affect their children's mathematical experiences. Employing qualitative methods, our study focused on five highly educated Indonesian parents of high-achieving maths students from middle to upper-class backgrounds. Data were collected via interviews and document analysis, with Miles and Huberman's (1994) model used for data organisation and categorisation. Validity was ensured through persistence, peer discussions, and member checks. Findings reveal that: (1) most parents hold relational beliefs about mathematics; (2) their parenting styles are predominantly democratic; and (3) there is a notable pattern linking relational beliefs with democratic parenting. Our study highlights that parents' beliefs significantly influence their democratic approach to parenting, emphasising the need to address parental beliefs to support students' mathematical development. The implications suggest that educational programs for parents could enhance learning environments for children, and recognising the impact of parental beliefs can aid educators and policymakers in designing effective interventions to foster positive maths attitudes and practices at home.