This study investigates the influence of parenting style on conduct disorder and academic performance among pre-primary school pupils in the North-West region of Nigeria. The study employed a descriptive survey research design, guided by two research questions and two hypotheses. The research population consisted of 184,682 pre-primary school pupils from 9,382 public pre-primary schools in the North-West region of Nigeria. A sample size of 400 was used in the study employing a proportionate random sampling technique. A structured survey questionnaire with a 4-point rating system was used to collect data. The instruments were validated, and a trial test was conducted to assess the reliability of the instrument.  Mean and standard deviation were used to answer the research questions, while analysis of variance (ANOVA) was used to test the study hypotheses at a 0.05 level of significance. The findings revealed that authoritarian parenting styles have no significant impact on academic performance. Similarly, it was found that authoritative and permissive parenting styles have a significant influence on the academic performance of pre-primary pupils. Based on the findings, recommendations were made that to enhance student outcomes, educators, legislators, and community leaders should advocate for authoritative parenting practices which promote caring and supportive relations. This can help parents become better instructors and role models to their children.