This study examined the interactive effects of parenting and teaching styles on children's academic outcomes, and whether these effects differ by race. The theoretical framework focused on congruence between home and classroom environments. Data came from the NICHD Study of Early Child Care and Youth Development. Regression analyses found that in 1st grade, mother's warmth positively predicted some academic outcomes, and the interaction of mother and teacher control predicted social skills. In 5th grade, certain combinations of warmth or control between home and school predicted outcomes, but congruence was not a significant factor. Demographics were more consistent predictors of 1st grade achievement than environmental interactions.