Mathematics Anxiety (MA), a state of discomfort associated with performing mathematical tasks, is thought to affect a significant proportion of the adolescents. There have been mixed findings on the temporal relation between parental support/pressure and MA, suggesting that the pathway to MA may differ among adolescents. The aim of the current study was to examine gender-specific relationship between adolescents’ perception of school-related support/pressure from their parents and MA. This study also examined whether parental support moderated the association between parental academic pressure and MA. 439 (208 boys, 231 girls) middle school students completed questionnaires that was designed to measure their perceived parental support/pressure (for mother and father separately) as well as MA. The results indicated a positive correlation between parental pressure and MA and a negative correlation between parental support and MA among the boys and girls. In the case of boys, parental support moderated the negative effects of parental academic pressure on MA. For girls, only maternal support moderated the associations between parental pressure and MA. While moderating effect of paternal support was not verified. The results showed that efforts are required to reduce parental pressure while increasing both paternal and maternal support to reduce or release MA. Based on the study findings, practical implications and direction for follow-up studies are suggested with comment on limitation of the study.