Multiple regression analyses showed that parent and teacher relationships contributed differently to school adjustment. The set of parent-relationship variables contributed significantly to student-reported engagement, school competence, and reading achievement; and the strength of the associations between the set of parent-relationship predictors and student adjustment and functioning remained strong even when these variables were entered on the final step of the regression equations. Unclear expectations in parent-child relationships emerged as a strong predictor of school adjustment and functioning, although positive parent-child involvement also contributed to student-rated school competence. Together, these findings suggest the importance of further exploration of school-based programs and supports that may enhance parental expectations and support. After controlling for achievement and parent-child relationships, the set of teacher-student relationship variables accounted for a significant amount of variance in students' perceptions of engagement, language arts grades, mathematics grades, and mathematics achievement. Positive aspects of relationships with teachers, such as closeness-trust, made the greatest distinctive contributions to student adjustment and functioning. This suggests that student perceptions of teachers were an integral part of their motivational processes in school. Study participants were 104 adolescents in middle school in a large Midwestern city. Student engagement in school was assessed with the Research Assessment Package for Schools. Self-reported competence in school was measured by 16 items designed to assess student beliefs about the kinds of strategies that are necessary to achieve desirable outcomes in school. Teacher-reported final grades in language arts and mathematics were obtained from school records. The Iowa Test of Basic Skills was used to measure reading skill at sixth-grade through eighth-grade levels. 4 tables, 1 figure, and 66 references