Despite lack of supportive university policy, student parents are both highly motivated and high-achieving. Little research has investigated how children are affected by their mothers pursuing higher education. Previous research found a positive relationship between mothers’ student role motivation and children’s academic motivation. There are also additional factors related to mothers’ direct interactions with their children (e.g., attitude in helping with homework) that are partial mediators for this relationship. There has not been enough research investigating other mechanisms through which student mothers may impact their children. The present study sought to examine how student mothers affect their children through unintentional role-modeling, like studying in their children’s presence. Using surveys, this study assessed the relationships between children’s observations of their mothers’ student role and children’s academic self-efficacy, growth mindset, and academic performance. It was predicted that positive relationships would be found among these variables. The data showed a negative relationship between children’s perceptions of their mothers’ student role and children’s growth mindset. All other correlations were found to be insignificant. Content analyses of free responses showed areas where student mothers, especially Mothers of Color, need more university support. This research has implications for interventions of support for student parents.