This study explored the impact of parental involvement and socioeconomic status on the academic achievement of kindergarten pupils in North District, Panabo City, while controlling for demographic variables. A total of 69 kindergarten pupils were selected as participants using a convenience sampling technique. Data were collected using an adapted and refined survey questionnaire, which was pilot tested to ensure reliability and internal consistency. The findings revealed that parental involvement among kindergarten pupils was generally rated as moderate, with parents from higher socioeconomic backgrounds showing greater engagement. Moreover, academic achievement was generally rated as moving towards mastery, with pupils from high socioeconomic status demonstrating the highest performance. Further analysis indicated no significant relationship between parental involvement and academic achievement when socioeconomic status was controlled, contradicting Epstein’s (1995) Parental Involvement Framework. Additionally, there was no significant difference in academic achievement across varying levels of parental involvement when controlling for socioeconomic status. However, both parental involvement and socioeconomic status significantly influenced academic achievement independently, supporting Bronfenbrenner's Ecological Systems Theory (1979) but contradicting Vygotsky’s Sociocultural Theory (1978). These findings emphasize the importance of addressing socioeconomic disparities and promoting active parental support to enhance early childhood education.