The purpose of this study was to investigate the effects of two approaches to increasing academic achievement in reading and mathematics. One approach used a "structured parental support program" to enhance academic achievement in reading and mathematics. In this procedure, two different "parental programs" were tested. The second approach tested in this study was the effect of a "beginning instrumental music program" on a child's academic achievement in reading and mathematics. In addition, a survey of "Student Attitudes" concerning reading, mathematics, and instrumental beginning music lessons was administered. A questionnaire was sent to all parents involved in the study. The responses of the parents to the questions were used as a guide to improve future parental workshops. The setting was in Somerset, Massachusetts, using fourth and fifth grade students. The total fourth and fifth grade population was approximately 425 students. The sample was composed of 105 children whose parents responded affirmatively to a Parental Consent Form. The students were randomly assigned to one of four groups, based on their pre-math score. The findings in this study revealed that the parents in the study were committed to assisting their children with the homework assignments. The analyses of data revealed that the students in the "structured parental support program" did significantly better in their posttest reading and math scores than the students whose parents were not in the structured parental support program. Also, the data revealed that the students in the "beginning instrumental music lesson program" did significantly better in their posttest reading and math scores than the students not in the "beginning instrumental music lesson program." The findings are of immediate practical value to the people making decisions about school curriculum. This study reinforces research done on music and achievement, and parents and achievement.