<p>This research aimed to explore the influence of different parental mediation frequencies and types on online English learning among preschoolers with different cognitive characteristics. In Study 1, the interactions among cognitive style (i.e., field independence [FID] and field dependence [FD]), self-control (i.e., higher self-control [HSC] and lower self-control [LSC]), and parental mediation frequency (higher parental mediation frequency [HPMF] and lower parental mediation frequency [LPMF]) were explored in two 2*2 between-subject experiments. All the children were asked to complete lessons on an iPad and then test their learning outcomes by oral word identification, word recognition, picture-word matching, and picture book recognition tests. Under the LPMF condition, HSC students achieved better learning performance than did LSC students, while no interaction between cognitive style and parental mediation frequency was found. Study 2 specifically tested the interaction between cognitive characteristics and parental mediation type (i.e., active mediation [AM] and restricted mediation [RM]). Children performed better under AM conditions than under RM conditions, and FD children performed better than did FID children. Although no significant results were observed for the different parental mediation types, a tendency of average showed that LSC children performed better under AM than under RM. Given these results, the exploration of appropriate parental mediation for children with different cognitive characteristics will help maximize the effectiveness of online learning for preschoolers and create a harmonious family online learning environment.</p>