The main purpose of this study was to examine the relationship between junior high school students' family background and their English academic achievement. A total of 0 participants in the third grade of public junior high school completed the family background information and junior high school students' English academic achievement Test. The data were analyzed with ANOVA. The results are summarized as follows.1. The English academic achievement for the students of high-intermediate socio-economic status was significantly higher than the students of low-intermediate socio-economic status.2. The influence of parents' education on junior high school students' English academic achievement was significant.3. The influence of parents' jobs on junior high school students' English academic achievement was not significant.Suggestions for parental education, teaching, educational guidance and further studies were proposed based on the findings of this study.