The purpose of this action research study was to design, implement, analyze, and evaluate a series of interventions to reduce student tardiness at the high school level. Another purpose of the study was to determine the underlying values, beliefs, and behaviors associated with student tardiness from a faculty and staff perspective. The study consisted of a mixed method approach; utilizing a quantitative survey instrument and basic qualitative inquiry interview strategies. Results indicate that student tardiness at the high school level is exacerbated by parental enabling, students socializing during passing periods, lack of caring on part of students and parents, morning traffic, school layout, going off campus for lunch, teachers holding students after class, and lack of consistency among faculty when enforcing tardiness policies. This study found that factors beyond the control of the student are major contributors to high school student tardiness, and that high schools have a limited menu of options to choose from when designing and implementing tardiness reduction strategies. This study also found that while all stakeholders identify student tardiness as a problem and classroom disruption, there is disagreement regarding how, or if, student tardiness at the high school level may be reduced. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]