This article examines the effect of family social capital on students’ literacy performance. Data of the present study come from the first cycle of the Programme for International Student Assessment (PISA), which was conducted in 2002 in Hong Kong. A total of 4,405 fifteen-year-old students from 140 secondary schools completed the assessment and questionnaires. Hierarchical linear modeling (HLM) is used to examine the effect of family social capital on students’ reading, mathematical, and scientific literacy performance. Findings from the HLM analysis indicate that most measures of family social capital are consistently associated with students’ reading, mathematical, and scientific literacies. At the student level, students scored higher if their parents have more cultural or social communication with them. Parents with higher educational expectation also contribute significantly to students’ literacy performance. At the school level, school average level of parental network has strong positive contextual ef