This study investigated parental task persistence as correlate of students‟ school adjustment and academic achievement in secondary school in Enugu State. The study adopted co-relational research design and was guided by two research questions and two null hypotheses. Multi-stage sampling technique was adopted. The sample consists of 450 senior secondary school students drawn from 9 senior secondary school students in Enugu educational zone of Enugu State. Three instruments were used to collect data for the study–perceived parents Task Persistence Scale (PPTPS) and Student School Adjustment Scale (SSAS)-which were developed by the researchers and validated by three experts. The internal consistency reliability estimates are determined using Cronbach alpha method and an internal reliability coefficients of 0.86 and 0.84 were obtained for PPTPS and SSAS respectively. Data gathered for the study were analyzed using person “r” statistic which was used to answer the research questions and the two null hypotheses at 0.05 level of significance. Findings reveal significant relationships between parental task persistence and student‟ s school adjustment and their academic achievement in physic. Based on the findings the following recommendation among others was made that workshops should be organized in conjunction with Parents Teachers Association (PTA) in schools to enable parents be actively involved in their children‟ s learning at school as it will help the children to adjust properly in school as well as achieve better.