There is no shortage of definitions for truancy. One state may house many different definitions and there are a variety of challenges arising from this fact. One of the most important to researchers, policy-makers and educators alike, is that because of the lack of uniformity and consistency, it is difficult to compile and ascertain the totality of the phenomenon. The lack of a consistent definition influences a wide range of outcomes including policy matters, financial resources and definitive responses and intervention strategies. This manuscript attempts to synthesise the literature through the examination of operational definitions of truancy in the USA and in other territories. In addition to these operational definitions, expert opinions from focus groups proposed an enhanced definition of truancy. The study is qualitative and uses focus groups and synthesis of the literature to frame the work. Findings are presented. The goal is to synthesise the literature, not in its entirety, but in an attempt to combine and inform the conversation on a definition of truancy.