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This study uses data from the National Center of Education Statistics (NCES) High School Longitudinal Study of 2009 (HSLS:09). Parent responses to the Parent Involvement survey, given as part of the NCES study were considered, along with their child's socio-economic status and self-reported level of mathematics course enrollment during their 9th grade year of high school The purpose of this study is to identify parent behaviors that result in their child enrolling in upper level mathematics coursework in high school, regardless of race or ethnicity. Seven 2-factor ANOVA tests were conducted to determine interaction effects between types of parent behaviors and level of 9th grade mathematics course enrollment. The interaction effect between passive parental connoisseurship and socio-economic status was found to be significant. The main effect of socio-economic status, as well as school choice, direct parental connoisseurship, indirect parental connoisseurship, and passive indirect parental connoisseurship were also found to be significant. As expected the main effect of a student's socio-economic status was also significant, in terms of level of 9th grade mathematics course enrollment. The findings from this study suggest that when students from lower socio-economic background are grouped homogenously in school related setting and out of school experiences, the level of mathematics course enrollment is lower than their middle and upper class counterparts.