The study examined the role of parental beliefs (i.e., perceived importance of English learning and self-efficacy) and involvement (i.e., general behaviors related to children’s learning, strategies, and positive feedback) on primary school students’ English learning achievements in Hong Kong. Participants were 217 parents of students in 1st –6th grades in four primary schools. The parental beliefs and involvement questionnaire, with 5 subscales and a total of 22 items, was adopted to measure the parental beliefs and involvement on their children’s English learning. The findings show that Hong Kong parents had very high levels of beliefs (i.e., importance of English and self-efficacy) and involvement (i.e., general behaviors and positive feedback). They showed a moderate level of strategies. However, parents’ perceived importance of English and positive feedback did not predict their children’s English learning achievements. Only parental self-efficacy and strategies positively predicted children’s English learning. Surprisingly, parents’ general behaviors were found to predict their children’s English learning negatively. Important implications for parents’ education with regard to their children’s English learning are discussed.