The purpose of the present study was to into the role of mothers' parenting styles in developing the career meta-competencies of high school students. The present research was conducted in two stages. The method of the first stage was quantitative and its purpose was to form two groups of teenagers with high and low meta-competenc. Therefore, the research population was all teenagers in the second year of high school in Isfahan city. The sample size was estimated using Cochran's formula, 382 students who were selected and participated in the research by multi-stage cluster random sampling method. The research tool was three questionnaires related to career meta-competences (career adaptability, emotional literacy skills and career identity). At this stage, the grades obtained from the three meta-competencies were converted into standard Z grades and T grades. Students who their scores were one standard deviation higher than the mean were assigned in high meta-competence group(n=39); conversely, students who their scores were one standard deviation lower than the mean were assigned in low meta-competence group (n=35). According to the mentioned theory, the main theme of the parenting style of the high Career Meta-competencies group was the responsive style and the main theme of the parenting style of the low Career Meta-competencies group was the independent style.