The study focuses on the challenges of parents and their child's academic performance in science in modular distance learning. In this descriptive-survey research design, data were gathered from 10 parents of grade four pupils in San Nicolas Elementary School using convenience sampling. Gathered data were systematically treated and analyzed using frequency, percentage count, mean, standard deviation, and Pearson-r correlation. Findings revealed that individual-related challenges such as supervision of child's studies, and poor teaching skills were the most significant challenges parents experienced in implementing modular learning. Parents disagreed that instructional and institutional challenges affect them in modular distance learning. The respondents' children performed satisfactorily in science during the first and second quarters of the school year. There was a moderately significant relationship between individual-related and instructional-related challenges. However, a weak significant relationship is surfaced between parents' institutional-related challenges and their child’s academic performance. No significant difference was observed regarding individualrelated, instructional-related, and institutional-related challenges when grouped according to their profile variables. The researcher concluded that this study on modular distance learning contributed fairly and minimally to students' science performance brought about by continued social and academic adjustment. School and parents' involvement in implementing modular learning is essential for improving the modality.