OBJECTIVE This review was done to analyse the existing research on the relationship between the two variables in Pakistan and to provide guidance for future research. METHOD: The review included studies conducted on the association between parenting styles and academic outcomes of students from elementary school to postgraduate level in Pakistan. For this purpose, 22 studies from 2013 to 2023 were selected. Articles relating to both parenting styles and academic performance were identified from six databases (including PubMed, Google Scholar, Springer Link, Science Direct, SAGE Journals, and Taylor and Francis Journals). Eighteen of the 22 studies identified an association between parenting styles and the academic achievement of students, while 4 studies showed no association. CONCLUSION: The review concluded that the parenting style that enhanced the academic output of students of all educational levels was the authoritative type. More quality and in-depth research is needed on parenting styles to have a better understanding of the cultural effect of parenting styles on academic performance in Pakistan and the role of various moderating and mediating factors relating the two.