This paper investigates the role of parental academic aspirations for their child in the child’s time allocation. First, a theoretical model, in which parental academic aspirations are a parameter, is proposed to feature how parents allocate their child’s time to maximize the household’s utility. Then, the child’s hours of work and study are estimated simultaneously in an empirical model, which takes into account endogeneity of parental academic aspirations. Both the theoretical model and empirical findings show that parental academic aspirations are positively associated with the child’s hours of study and negatively associated with the child’s hours of work.