The decision to pursue vocational training or university studies in mathematics, computer science, natural sciences, and technology (STEM) depends not only on absolute performance in mathematics, but also on how well one performs in mathematics relative to other subjects, such as language. This paper examines the intergenerational transmission of such relative strengths in mathematics and language using Dutch test data from parents and their children. We show that parents who perform particularly well in mathematics relative to language are significantly more likely to have children who also perform relatively better in mathematics. Furthermore, we demonstrate that this transmission of relative strengths is not solely determined by genetics or family traits, but can also be influenced by school and learning environment—and thus by educational policy.