The aim of this research was to investigate the relationship between students' perception of parental and teacher involvement, test anxiety, school achievement, as well as differences in those variables with regard to gender. The research was conducted on 204 students from the first grade of three gymnasiums, of which 141 are female students and 61 male students. Instruments used in the study were: Subscale of test anxiety (Vulić-Prtorić and Sorić, 2002), Scale of teacherstudent relationship constructed for this research (by using FA two components were identified in students' sample – teacher monitoring and support), Scale of parental involvement in school (Regner, Loose and Dumas, 2009) which also resulted in two components (parental monitoring and support) as well as measurements of objective and subjective school achievement. The results showed that female students, compared to male students, have on average better grades in Croatian language subject, that they are more satisfied with their role of being a student, have higher level of test anxiety, observe higher level of parental support, as well as teacher monitoring. As assumed, students who reported a higher level of test anxiety and lower teacher support assessed level of their own school achievement as lower. Students who assessed high parental support were more satisfied with their role of being a student, while those who reported higher parental monitoring had on average lower grades in Mathematics. Teacher support was found to be the only significant predictor of average grade and satisfaction. Parental support and monitoring as well as teacher control were not found to be significant predictors of school achievement.