This qualitative study utilized relational dialectics theory (Baxter, 2011) to examine competing discourses within parent–adolescent conversations about extracurricular activities during the transition to high school. The data for this study consisted of self-generated, self-directed conversations between 20 parent–adolescent dyads. Using content analysis, data were coded for the category of conversation topic and then the presence of Baxter’s (1988) three competing discourses within each category: autonomy–connection, openness–closedness, and certainty–uncertainty. Results suggest that the dyads spoke most about the transition to high school, extracurricular activities, peer relationships, and academics. Baxter’s (1990, 2011) three competing discourses were evident in parent–adolescent conversations with autonomy–connection being the most frequent competing discourse noted either alone or co-occurring with another competing discourse.