The development of children’s emotions and emotion-related self-regulation are involved in many important developmental outcomes. The purpose of this review is to examine the ways that parents socialize their children’s experience and regulation of emotionality. We begin by presenting our theoretical model of parental socialization of emotions. Next, we review literature on three aspects of emotion-related socialization practices including (1) socializers’ reactions to children’s emotions, (2) socializers’ own expressions of emotions and regulation, and (3) socializers’ discussion of emotions. Complexities in these relations, such as potential bidirectional relations and moderators, are considered. Specifically, we discuss the role played by contextual factors such as culture/race, child characteristics, and global parenting behavior in the relation between emotion-related socialization behaviors and children’s emotion-related outcomes. We conclude with a review of intervention studies that sought to improve children’s emotional competence through changes in parenting behaviors and future directions for research.