In this article, the author talks about a family-centered practice model for working with students with non-attendance problems. Family-centered practice positions the family at the center of attention or field of action. Its focus is on those transactions occurring between a person, family, and environment, which affect individuals, families and the larger social forces and systems in which families are embedded. Based on eco-systemic and strength perspectives (Hartman and Laird, 1983; Pecora, Whittaker and Maluccio, 2000), family-centered practices address students' school refusal behaviors in their contexts. The process of family-centered practices with students who have school non-attendance problems is highlighted in the following: (1) joining and discovery; (2) change and celebration; and (3) separation and reflection.