This study examined links between family structure transitions and children’s academic, behavioral, and emotional outcomes in a sample of 238 divorcing mothers and their sons in Grades 1-3. Multiple methods and agents were utilized in assessing family process variables and child outcomes. Findings suggested that greater accumulations of family transitions were associated with poorer academic functioning, greater acting-out behavior, and worse emotional adjustment for boys. However, in all three cases, these relationships were mediated by parenting practices: Parental academic skill encouragement mediated the relationship between transitions and academic functioning and a factor of more general effective parenting practices mediated the relationships between transitions and acting out and emotional adjustment.