Objectives: Parenting style has a significant impact on the natural development of children. Therefore, this study aims to evaluate the efficacy of Positive Parenting Program also known as Triple-P, on the improvement of parenting methods, children’s behavioral problems, mothers’ psychological problems and marital issues. Method: In an interactive semi-experimental study (pretest, post-test), 120 mothers working at Tehran University of Medical Sciences, who had at least one child, were evaluated. Data were gathered before and after the sessions, using Demographic Questionnaire, Parenting Scale, Being a Parent Scale, Parent Problem Checklist, Dyadic Adjustment Scale, Depression-Anxiety-Stress Scale, Strengths and Difficulties Questionnaire (SDQ), and Client Satisfaction Questionnaire. Constructive parenting methods were taught in 8 two-hour sessions. Data were analyzed using descriptive statistics and repeated measures analysis of variance. Results: The mean age of mothers participating in the study was 36.76±5.27. The results related to SDQ in children showed that a change in the mean total score of SDQ at the end of the intervention is statistically significant (p<0.01). Based on the general change, the mean scores related to the measures of Parenting Scale (p<0.01), Being a Parent (p<0.01), Parent Problem (p<0.01), and disagreement between parents (p<0.01) were statistically significant. In the dyadic adjustment scale the mean score of adjustment changed from 21.15±4.88 to 21.25±4.58, which was not statistically significant. The differences in the indicators of depression, anxiety and psychological pressure were also significant. Conclusion: Positive parenting education can be effective in the improvement of different aspects of parenting. �