To assess whether a 5-month program involving attendance monitoring, sports participation, and a moral character class would reduce absenteeism, 40 students in a small transitional high school were randomly assigned to intervention and control groups and assessed pre- and postintervention on educational expectations, attitude toward education, and emotional, cognitive, behavioral engagement, and attendance. Findings indicated significant differences between intervention and control groups on all predictor variables. Absenteeism was significantly and negatively related to all predictor variables. The program successfully reduced absenteeism, increased educational expectations, attitude toward education and engagement. (Contains 5 tables.)