Objective: Academic adjustment among pre-service teachers in universities is crucial for their success, yet the influence of parenting styles remains understudied. This systematic review examines the relationship between parenting styles and academic adjustment among pre-service teachers. Impact Statement: This systematic review explores the relationship between parenting styles and academic adjustment among pre-service teachers in universities, shedding light on a critical yet underexplored area in teacher education. The findings synthesize current evidence to highlight how early parental influences shape students’ academic behaviors, resilience, and adaptability in higher education. By identifying key patterns and gaps, this study provides valuable insights for educators, policymakers, and researchers aiming to enhance academic support strategies for future teachers. Therefore, Parenting styles influence academic adjustment among pre-service teachers in universities by shaping students' academic motivation, coping skills, and overall adjustment to university life. The review highlights research gaps and offers recommendations for improving educational support for future teachers. Methods: Using the Population, Concept, and Context (PCC) framework, we developed MeSH terms [(“Parenting Styles” OR “Parenting Practices”) AND (“Academic Adjustment” OR “University Adjustment”) AND (“Pre-Service Teachers” OR “Student Teachers”) AND (“Universities” OR “Higher Education”)] to search ERIC, Embase, Web of Science, and Cochrane Library. The review was registered on PROSPERO [613401]. Results: Studies from 2020 to 2024 highlight that authoritative parenting enhances self-efficacy and motivation, while negative parenting correlates with maladaptation. Teacher communication, support, and international experiences further improve academic engagement. Conclusion: Parenting styles and teaching strategies significantly impact pre-service teachers' academic adjustment. Future researc