To examine the possible reciprocal associations between supportive parenting and children’s social skills, the present study tested three cross-lagged models in 305 Chinese preschool children: the parent-driven model, the child-driven model, and the reciprocal model. Mothers reported on their supportive parenting and rated children’s social skills at three time points, once in each year of preschool (ages 4, 5, and 6). The results indicated that the reciprocal model fit the best to explain the association between supportive parenting and children’s social skills. In the reciprocal relationship between supportive parenting and children’s social skills, the parent-driven effect was significantly stronger than the child-driven effect among children aged 4 to 5, but the child-driven effect was significantly stronger than the parent-driven effect for children aged 5 to 6. The findings contribute to our understanding of dynamic associations between supportive parenting and children’s social skills in the Chinese context. Implications for educational practices are discussed.