The aim of this research was to determine whether there is a correlation between parental behaviour and personality traits with adjustment to study and peer relationships. The research involved 287 participants, students of second, third, fourth and fifth year of primary teacher education at the Faculty of Teacher Education in Zagreb. For the purposes of this study Parental Behaviour Questionnaire – URP – 29 (Brković, Keresteš, Kuterovac Jagodić and Greblo, 2012) was used for evaluation of parental behaviour of student's own parents. Brennan's Inventory of Close Relationships, questionnaire modified by Kamenov and Jelić (2003), was used to examine participants’ relationship with best friend and the BFI questionnaire (Big Five Inventory, John, Nauman and Soto, 2008) was used to assess personality traits. The results of this study have shown that extraversion, agreeableness, conscientiousness and open-mindedness had positive correlation with adjustment to study, while neuroticism had negative correlation. Additionally, participants who expressed anxiety and avoidance in relationship with friend, had higher estimates of neuroticism, and lower estimates of extraversion and agreeableness. Furthermore, no significant differences were found in adjustment to study with regard to parental behaviour – participants rated their adjustment to study as very good, regardless of their parents’ level of supportiveness. Finally, there was statistically significant correlation between parental behaviour and the developed type of attachment in peer relationships – subjects who characterized their parents as more supportive, were more likely to characterize relationship with their best friend as securely attached.