This study aimed to investigate the mediating role of executive functions in the relationship between parenting styles (permissive, authoritarian, and authoritative) and academic success of children in Tehran. The statistical population included 9-11 year old boys and girls, from whom 200 were selected through convenience sampling in 1403. The research tools included the Brief Executive Functions Questionnaire, the Baumrind Parenting Questionnaire, and the GPA. Data analysis was performed using structural equation modeling and bootstrap methods. The results showed that permissive parenting style has a significant relationship with academic success through its effect on executive functions. Due to excessive freedom and low supervision, this style can lead to the weakening of skills such as planning and time management and reduce academic success. In contrast, no significant relationship was observed between authoritarian parenting style and academic success mediated by executive functions. Authoritarian parenting styles, with their emphasis on strict control, may reduce children's independence and self-confidence and have a direct negative impact on their academic performance. Also, the results showed that authoritative parenting style has a positive and significant relationship with academic success through strengthening executive functions. This style, by combining emotional support and reasonable expectations, helps improve children's executive functions and promote their academic performance. Overall, the findings indicate the importance of the role of parenting styles in the development of executive functions and its impact on children's academic success. By creating a balance between supervision and freedom, parents can help their children develop executive functions and academic achievement.