Different aspects of parenting have been found to contribute children's language development. Prior research has established a link between various social-relational dimensions of parenting and cognitive-linguistic development in children. Studies have generally focused on either mother-child attachment or specific, observable maternal behaviors. However, very little is known about the effect of parental belief systems (or perceptions) on parenting behaviors and resultant child outcomes. The present study sought to provide a better understanding of how maternal thoughts, feelings, and attitudes toward children contribute to actual parenting behaviors and subsequent language ability. To this end, the current study recruited 25 non-clinical mother-child dyads (children's ages were between 32- and 83-months) in order to investigate whether higher levels of perceived parental investment and lower perceptions of parenting stress predicted better mother-child interactions; and whether higher investment and lower stress predicted better language ability in children. Results did not support the study hypotheses. However, results did indicate a significant positive relationship between maternal stress and positive mother-child interactions, which suggests that mothers who were experiencing moderate levels of stress tried harder to have positive interactions with their children. Results also revealed maternal education and SES to be significant predictors of positive mother-child interactions, where more educated and affluent mothers were able to have better interactions with their children in the presence of stress. Clinical implications for stress monitoring and management are discussed. It is suggested that interventions target more disadvantaged families, given that the present results suggest that families with less income and parental education are at increased risk.