While providing stability and uniformity, organizational routines can foster continuous change. Using Feldman's (2000) performative model of routinized action theory, coupled with leadership succession research, we examined how three successive administrations in a California high school revised a student attendance (tardy-monitoring) routine over 7 years. Although the changes made by the different leaders did not translate into large shifts in action and behaviors, each administration altered the way that tardies were monitored, thus demonstrating routines' continuous and dynamic nature. Administrators also shifted resources to accommodate changes. Given our findings, we draw implications to help new leaders better understand change in daily school routines. (Contains 3 notes and 1 table.)