The purpose of this study was to examine the effect of elementary school children's emotional regulation and their mothers' parenting attitudes on the children's school adjustment in multicultural families and to compare the outcome based on the children's gender. The subjects of this study were 397 elementary school children who were enrolled in the 3rd grade through 6th grade in schools located in Gwangju City and Jeonnam. The major findings of this study were as follows: First, there were gender differences in school activities, academic motivation for school adjustment and mother's autonomy-control attitudes. Second, an interaction effect of gender and grade on academic motivation was found. Third, emotional regulation and mothers' parenting attitudes were factors influencing children's school adjustment in multicultural families. While emotional regulation had a greater effect on boys' school adjustment than girls' school adjustment, mothers' parenting attitudes had a greater effect on girl's school adjustment than boys'. Based on these findings, implications and suggestions were discussed.