This study investigates Taiwanese parents’ beliefs about children’s English learning and the relationship between those beliefs and children's English learning. Data were collected from 255 sixth graders and their parents through questionnaires. Pearson correlations indicate that the majority of the parents endorse the importance of English learning and believe that communication-based approaches best meet children's English acquisition. In addition, the higher the parents' socioeconomic status (SES), the more they favor communication-based approaches. Results also indicate that children's English achievement is correlated with children's English learning motivation, attitudes, and their perceptions of their parents' involvement in their English language learning. This study sheds light on parents' beliefs and their relationship with children's English learning and has implications for parents, teachers and education policy-makers for improving English language education.