A structural equation modelling analysis was used to test the mediating effect of achievement goal factors on the relationship between Egyptian adolescents' perception of parental involvement and academic achievement. The perception of Parental Involvement Scale and Achievement Goal Questionnaire was administered to a sample of 255 first-year students (135 males and 120 females) enrolled in a high school in El-Minia city in Egypt during 2005. Achievement scores were obtained from students' school records. Results of the study revealed that students' performance-approach and mastery goals were the most important predictors of students' academic achievement, followed by at-home parental involvement, at-school parental involvement, and finally performance-avoidance goals. At-home parental involvement had an indirect effect on students' academic achievement through mastery goal. At-school parental involvement had an indirect effect on academic achievement through mastery, performance-approach, and performance-avoidance goals. Implications of these findings for students' academic achievement are discussed. (Contains 1 footnote, 3 tables, and 2 figures.)