The purpose of this research study was to understand the relationships between second-year college students attending a two-year institution and their parents. The study was conducted at a two-year institution in the Southeast. Data were collected through in-depth interviews with eight students and one of their parents. Eight research questions guided this study: 1. How did students describe their current relationships with their parents? 2. How did the parents of these students describe their current relationships with their students? 3. What type and amount of influence did students perceive their parents had on their academic decisions? 4. What type and amount of influence did parents perceive they had on their studentsm academic d ecisions?5. What type and amount of influence did students perceive their parents had on their personal decisions? 6. What type and amount of influence did parents perceive they had on their studentsm personal d ecisions?7. Did qualitative data findings from the parents of the students reflect the student development results as indicated by student scores on the Student Developmental Task and Lifestyle Assessment (Winston, Miller & Cooper, 1999)? 8. Did qualitative data findings regarding the studentsm development reflect the results of their individual student scores on the Student Developmental Task and Lifestyle Assessment (Winston, Miller & Cooper, 1999)? Findings provided information to add to the literature on college student and parent relationships at two-year colleges. Second-year students attending a two-year institution have close relationships with their parents. Parents and students communicate frequently. Parents wanted students to complete their degrees, and they worked to reduce stress in the studentsm lives to they could accomplish this goal. Parents were not as engaged in their studentsm personal decisions as they were in their academic decisions. Student qualitative data findings supported the findings of student scores on the SDTLA. The majority of student scores fell in congruence with normative data for sophomore-level students. It appears the students were progressing developmentally as would be expected for sophomore level students. Students were better able to articulate their experiences in each of the investigated SDTLA areas than their parents were.