The purpose of the present study was to explore the interactive relationship between parent and child. The present study used the data set of the project, ‘Longitudinal Study of Korean Children’ which the Korean Institute for Research in the Behavioral Sciences (KIRBS) has been conducting since 1975 to date. The variables subjected to analysis included IQs measured longitudinally from ages 3 to 13, process environmental variables including press for achievement, press for language development, and parents’ affective support for children measured at the ages of 3 and 6, the academic achievement in the first grade and child’s affective characteristics perceived by the parent. Three problems were set forth for analysis: 1) relationship between family’s process environment and child’s charateristics, 2) relationship between process environment and child’s intellectual development, 3) relationship between process environment and child’s charateristics and academic achievement. The major results were as follows: 1. Child’s affective characteristics were all found to be important factors In determining child-rearing practices. 2. A linear structural relations analysis revealed that mother’s level of educational attainment had direct and indirect influences on the children’s IQ until 13 years of age, but process environment at the early ages did have little direct influences on later IQ. This finding suggested that mother's educational level which is considered the distal variable is more important factor in child's intellectual development than the child-rearing variables which are regarded as proximal variables. 3. Concerning the relationships between process environment and academic achievement, the environmental factors at the early ages had little lasting effects on child’s academic achievement at the elementary school level but had substantially higher bearings on the achievement in Korean language and Math at the middle school level. The achievement motivation, perseveration, and intellectual curiosity of the children as these were perceived by the parents at the early ages were positively correlated with the achievement level at the age of 7, the first or second grade in the elementary school. The linear structural model analysis which included children's cognitive and affective characteristics revealed that the process variables had both direct and indirect impact on the academic achievement, of which affective characteristics had relatively short term effect while cognitive characteristics (IQ) had lasting effects on academic achievement. These finding did not only indicate the existence of reciprocal interaction between mother and child, but also support the Scarr’s notion that a person's genetic traits construct her own environment. The educational implications of the study were discussed. Of many suggestions, it was especially emphasized that mother must realize that the child-rearing behavior is not static but the results of interplay between mother and child.