This study is based on 86 in-depth interviews with second-generation people of Turkish and Moroccan background in the Netherlands who have achieved upward educational mobility. We used an inductive approach to analyze their perceptions with respect to received parental educational support and the educational support they provided to the younger generation. House’s (1981) social support typology was applied combined with a body of literature on immigrant aspirations and educational success of children of immigrants. Despite lacking informational support the interviewees value the received parental support, consisting of emotional and instrumental support. Their higher education, familiarity with the Dutch education system, socialization with the dominant culture, and received parental support influence their giving of support, which mainly consists of informational support.