The Purpose of this study is to investigate if there is difference in parental power (outcome-control power, reference power, legitimate power, expert power and economic-control power) when family status (socio-status of father, sex of children, birth order of children and age of childern) and electronic game playing status (whether father and children playing electronic games together, how long father and children playing together, children’s perception of father’s knowledge about electronic games and whether children teaching father playing electronic games ) are different. The Participants of this study were the 2 to 6 graders students of public primary schools at the northern Taiwan. In this study, we find that: 1. Socio-economic status of fathers, Children’s sex, Children’s birth order and Children’s age make differences in parental power perception of primary school children. 2. Father and children playing electronic games together makes differences in parental power perception of primary school children. 3. Playing electronic games together improves all five parental powers: expert power, outcome-control power, legitimate power, refernce power and econimic-control power. 4. Improvements in expert power, legtimate power and reference power are more significant when playing electronic games together. 5. No reverse power hierarchy happens when playing electronic games together. 6. Children teaching father how to play electronic games does not hurt father’s parental powers. It improves them instead.