The present study examined how parental political attitudes, parenting styles, and classroom characteristics predict adolescents' political alienation, as feelings about the individual's ability to affect the political system's performance at the individual level. Participants were 463 families that included mothers, fathers, and their adolescent children in 6th, 8th, and 10th grades. Teachers reported on the classroom context. Multilevel analyses indicated several findings: parental and adolescent political attitudes supported a parent-adolescent transmission process, adolescents' perceptions of parental attitudes mediated the transmission process, authoritarian parenting style positively predicted adolescent political alienation, and classrooms comprised of teachers with clear educational goals were negatively related to adolescent political alienation. Results are discussed in terms of learning political alienation within family by parent-child transmission. Associations among adolescent political alienation, parenting style, and classroom climate are considered as interaction characteristics with authorities shaping adolescents' political attitudes. (Contains 4 tables.)