Parent-child discussions of emotional events are suggested to be fruitful for emotion learning, especially when parents engage in emotion-related socialization behaviors (ERSBs). Research supports associations between ERSBs and children's social-emotional functioning, but little is known about ERSBs and children's emotion communication or dyadic characteristics, like how reciprocal and cooperative they are (i.e., dyadic mutuality), during these conversations, especially across varying emotional contexts. Conversations about emotions such as pride and disappointment, which often have a parenting or evaluative focus, may involve more teaching and emotion coaching, while shared family experiences of sadness or happiness may create more empathic, expressive environments where parents and children talk about emotions in more detail. In the current study, parents’ ERSBs (emotion coaching and affect), children’s emotion communication, and dyadic mutuality were rated from 115 parent-child dyads discussing four emotional topics: parents’ pride and disappointment in the child and shared parent-child happiness and sadness. Results indicated significant differences across emotional contexts. Parent emotion coaching was higher during shared sadness and pride conversations compared to shared happiness, and higher during pride than disappointment. Parent affect was highest during shared happiness and pride, followed by sadness, and significantly lower during disappointment. Children’s emotion communication was significantly greater in shared sadness conversations than in all other conditions, which did not differ from one another. Dyadic mutuality was significantly lower during disappointment conversations than in the other three contexts. Neither parent affect nor dyadic mutuality moderated the association between emotion coaching and children’s emotion communication, though mutuality was associated with greater child emotional communication. These findings demonstrate that parent-child emotional conversations differ meaningfully depending on context. Conversations about shared sadness and pride were associated with greater parent coaching and child emotion communication, suggesting these contexts may provide more opportunities for emotional elaboration. Disappointment conversations, in contrast, showed reduced affect and mutuality, indicating a more constrained relational environment. Although mutuality was associated with higher levels of child emotion communication, neither mutuality nor affect moderated the relation between parent coaching and child emotion communication. Together, these findings underscore the importance of considering emotional context when examining how parents support children's emotional development.