Abstract : The present study examined to what extent parenting styles as perceived and remembered by children is related to the dimensions of social well-being in a sample of university students. Using 367 students from different educational backgrounds (148 male and 219 female and utilizing Parenting Style Inventory to measure permissive, authoritarian, and authoritative parenting styles and Social Well-being scale, we tested the hypothesis that authoritative parenting is associated with the higher levels of global social well-being, as well as its different dimensions. Results indicated that there are significant correlations between the authoritative parenting style and social well-being dimensions (p<0.005), except social acceptance; however, there exist negative correlations between authoritarian and permissive parenting styles and social well-being dimensions (p<0.005). Further analyses revealed that students with a perceived authoritative parenting style benefit higher levels of social actualization, social integration, social contribution, and social coherence compared to the other parenting styles. However, the results of the analysis of variance did not indicate any significant difference in social acceptance between the three groups. The results revealed the importance of a loving and accepting home environment for the development of social well-being, and showed that parenting characteristics such as supportiveness and warmth continue to play an important role in a student’s social well-being even after entering university