Several studies have identified learned-helplessness as a factor in scholastic functioning. Relatively few have related home experiences with learned-helplessness in students. The main purpose of this study was to determine gender and regional influences on the relationship between students’ perceived parenting styles and their perceived learned-helplessness in Mathematics. One hundred and eighty-five secondary school students, 94 boys (51%) and 91 girls (49%), completed self-report questionnaires assessing demographics, perceived parenting-styles and learned-helplessness in Mathematics. Autocratic parenting styles related to higher levels of perceived learned-helplessness in Mathematics than the democratic parenting styles did. Parenting style related significantly and negatively with learned helplessness in mathematics for rural but not for urban students, and also for boys but not for girls. In addition, boys and girls perceived parenting style and learned helplessness the same way. Rural students were more helpless in Mathematics than the urban students were. There was no regional difference in perceived parenting style. Parents were seen as partners in Mathematics education. The results showing regional and gender differences suggest that a more targeted approach to intervention is required.