This study was designed to investigdte the relationship between assertiveness, parenting style and acad~mic achievement of students in Begimidir College of Teacher Education. To meet this objective; the. researcher drew 176" participants out of 1157student population who were pursuing thei/study,in 2004 E.C. 107 male and 69 female students selected as the sample· participants of the study using stratified random sampling technique. A 5-point Likert ,fYpe scale questionnaire was used to assess students' assertiveness of self expression scale and parenting style was assessed using parenting style questionnaire. Academic achievement was assessed by students' CGP A. Other relevant data were also gatheredthrough demographic questionnaire. The data obtained through questionnaire analyzed using '!lean, stahdard deviation, correlation coefficient .. and Two-Way ANO VA. The result revealed that statistically significant positive .'1J 1:,,elationship was observed between assertiveness and academic achievement. On the _' other hand male participants from four parenting styles scored higher mean score of assertiveness than female participants. However, only the interaction effect of sex-by - parenting style was found -to be statistically significant. Similarly, males scored higher "' assertiveness mean score than females. in second and third year level. Moreover, there was statistically significant mean score difference in assertiveness .across both sexes. However, year level alone or year level-by-sex interaction effect was not found to be significant. The study also revealed that males scored higher academic achievement than , ~females ii all parenting styles. Moreover, there was statistically significant mean sc'!re difference in academies achievement between males and females. However, parenting '~le alone or interaction effect of parenting styleeby-sex was not found to be significant. On the other hand, males scored higher academic achievement than females in second and third year level. However, only year level-by- sex interaction effect was found to be statistically significant. The study suggested programs that will empo~er students' life skill, specifically, how to become more assertive in a constructive way should be consolidated by instructors in general and guidance and counseling office of the college