People have many reactions to failure. Dweck (2000) examined how a person's view of intelligence influenced their response to failure. She posited that people who believed that intelligence was increasable through knowledge had incremental theories of intelligence and were resilient in the face of failure. These individuals also tended to have achievement goals of learning in academic situations. The type of communication, modeling, and focus given to children about their ability or effort was found to be associated with the types of intelligence theories and achievement goals children developed (Dweck; Kamins & Dweck, 1999; Hokoda & Fincham, 1995; Mueller & Dweck, 1998; Ricco, McCollum, & Schuyten, 2003). This study looked at theories of intelligence and achievement goals of parents and children as well as at the communication and modeling children perceived their parents give them about these theories and goals. One hundred and three parent-child dyads filled out the following self-report measures: a Background Information Questionnaire, Theories of Intelligence Scale (which is a measure of parent's and child's theories about intelligence), Questionnaire Goal Choice Scale (which is a measure of parents' and child's goals in situations involving learning), Process Focus and Person/Product Focus Scales-Revised for Children (which is a measure of parents' focus regarding child's achievement), and the Bennett Scale of Actions, Behaviors, and Communications (which is a measure of parent's communication and modeling of theories of intelligence and of goals in achievement). A canonical correlation analysis was conducted to determine the most important predictors of Child Intelligence Theory and Child Goal Theory. Parents' higher endorsement of incremental intelligence beliefs and children's reports of less parental Communication about Ability and less parental Modeling about Ability were found to predict children's endorsement of an incremental theory of intelligence. Parents' higher endorsement of learning goals and their children's report of a relatively lower Parent Person/Product Focus were found to predict children's higher endorsement of learning goals. Implications of these results for child-rearing are discussed.