Many urban high schools serving low-income families have below-average attendance rates, which can indicate that fewer students are prepared to matriculate into college and career opportunities. Through the use of participatory action research (PAR), we--a group of four educators at Wilson High School--have changed school policies and procedures in order to address our school's most problematic behavior: students cutting class. Through the processes and outcomes that our group, the Class Cutting Task Force, has experienced, we have called upon action learning (AL) in our focus on practical and experienced problems, and we have learned an important lesson: without clear and consistent school-wide expectations, our students cannot meet their potentials. Additionally, we have become empowered to drive a school-wide improvement initiative from the ground up by using the four-stage PAR process. It is our experience with the PAR process as a method of engagement in AL for school practitioners that we aim to share in this account of practice.