The foundations of academic and social learning are laid in the early years of school, and attendance is critical to school success. However, research suggests that chronic absenteeism is a significant problem at the elementary school level (Chang & Romero, 2008; Romero & Lee, 2007). This paper presents the results of an action research study (ARS) exploring the impact of small group counseling on the attendance, self-concept, and attitude toward school among students with high rates of absenteeism at one elementary school in Georgia. Implications for future research and practice are discussed. (Contains 7 tables.)