Cross-cultural kids in high-achieving schools may experience elevated levels of academic stress in addition to documented stressors related to belonging and identity. Parents function as a main support structure for globally nomadic students, but once students reach adolescence, parents may feel less competent in supporting their child through stressful circumstances. This study examines parental perceptions of their child's academic stress and parental perceptions of parenting self-efficacy in supporting their child through academic stress. A survey with questions from the Me as a Parent Self-Efficacy Subscale and Educational Stress Scale for Adolescents was administered to parents (n = 82) at a high-achieving international school in the United Arab Emirates. Parent perceptions of academic stress and parenting self-efficacy revealed high school was an especially challenging time for both students and parents, especially for families considering sending their child to US universities. The results indicate that parents of cross-cultural kids may need more support helping their children navigate academic stress, especially if they are considering US universities.