This study aims to elucidate and understand the role of parental treatment methods, including acceptance, tolerance, differentiation, and rejection, in enhancing family integration and its correlation with academic achievement among middle school students in Libyan schools in Malaysia. The study addresses the issue of children's exposure to positive parental treatment methods such as acceptance and tolerance versus negative treatment methods such as rejection and differentiation. It explores how these methods affect children's integration into their families and their academic performance. questionnaire and interview were employed as a form of data collection tools, distributing A the questionnaire to students and the interview form to parents and teachers. The study focused on middle school students in Libyan schools in Malaysia, with a total of 347 students. Data analysis was conducted using SPSS software. Out of 250 distributed questionnaires, 185 were retrieved, resulting in a 74% response rate. Interviews were conducted with 10 individuals, including parents and teachers, to enhance the study's A descriptive-analytical approach was utilized to analyze and describe the data, results. employing statistical averages to determine the sample's response levels to study variables. Linear regression analysis, t-tests, and one-way ANOVA were also used. The study's results revealed a statistically significant and strong positive impact at a significance level of (α ≤ 0.05) between parental treatment methods, family integration, and academic achievement. No significant gender differences were found in parental treatment methods, while statistically significant differences were identified in family integration and academic achievement. The study contributes theoretical, practical, and research-oriented insights by formulating an integrated model for parental treatment methods in enhancing family integration and its correlation with academic achievement.