In the present study, we examined the longitudinal relations between child-perceived parental help with math homework (i.e., support and control), children's math skills, and mother-reported task persistent behavior in homework situations. A total of 624 mother–child dyads were followed across Grade 6 and Grade 9, controlling for Grade 3 variables. At each measurement point, children completed math tests, and their mothers evaluated task persistence during homework. In Grades 6 and 9, children reported their perceptions of their parents’ help with math homework. First, the results showed that perceived support in Grade 6 predicted an increase in persistence during homework in Grade 9. Second, math skills in Grade 6 predicted an increase in perceived support in Grade 9. In addition, poor math skills in Grade 3 predicted an increase in perceived control in Grade 6. Finally, perceived control in Grade 6 predicted higher levels of perceived support in Grade 9. Overall, the results suggest that math skills in particular trigger certain types of parental helping behavior in children's math homework. In addition, a positive type of help with math homework—perceived autonomy-support—relates to motivational aspects of academic outcomes (i.e., task persistence in homework situations).