This research work was carried out to determine the influence of parenting types on students‟ academic performance in financial accounting in Kano state, Nigeria. The study sought to determine the influence of step father and mother parenting on the students‟ performance in financial accounting. Six research questions were raised to guide the study and six null hypotheses were formulated and tested at 0.05 levels of significance. Expo-facto research design was employed to find out the influence of parenting types on students‟ academic performance in financial accounting in Kano state, Nigeria. The population of the study was 17883 financial accounting students in Kano state. A sample of 216 financial accounting students was selected based on their parenting category. The students were categorized into 6 equal groups of 36 and every category has equal number of 18 male and female. Questionnaire and students‟ results were the instruments used for data collection. During the administration of the questionnaire, the financial accounting teachers in all the schools instructed the students to write their ID number on the questionnaire before filling. This was done to enable the researcher categorize the students based on their parenting way and compare their academic performances. The exercise lasted for four weeks. Mean and standard deviation were used to answer research questions, null hypotheses 1 and 2 were tested with regression while t-test was used to test null hypotheses 3, 4, 5 and 6. It was found among others that, the type of parenting does not influence the performance of secondary school students in financial accounting. It was concluded that, significant differences between the performances in financial accounting of students living with step-parents and that of students living with both parents exist and this will affect emotional and self esteem among student living with step parents. It was recommended among others that, step parents of school children should be informed of the effect of engaging their step children in too rigorous activities at home as this tends to hinder their academic progress.