Student absenteeism was studied in six high schools: three schools in each of two large school districts in the Pacific Northwest. The data source was grade and absence reports collected over a period of nearly two years. Approximately 50 administrators, over 500 teachers, and 10,000 students contributed data to the project. The analysis goal was to examine differences in the teachers' overall class absence rates as they related to differences in the classes taught, the teaching practices used, and the teachers' personal characteristics. Other variables that might have contributed to the absence rating were also considered. Among these were student ability level, class size, total number of students taught, grades received by students, and time of day. Also the differences between the responses from the low-absence and high-absence groups were measured for the various items on a student attendance questionaire administered to all teachers in the study. Evidence derived from the data demonstrates that teachers are distinguishable with respect to their students' absences and that the subject and students taught are two factors that help determine the student absence rate. More study of classroom factors is needed to provide information for use in reducing absenteeism. (GJ)