This study investigated the social, economic, emotional, medical and psychological reasons for student tardiness in a middle school setting. The National Education for Statistics indicates that student tardiness occurs at a rate of 3.3% to 9.5% each day for all students in kindergarten through grade twelve (Harrman, 2007). It is clear from literature that tardiness is a major problem. Not only do students lose valuable educational instruction when they arrive late, but they disrupt the educational environment and distract others who are in the class. Excessive student tardiness has a negative impact upon a student's future (Ried, 2000). Some of the implications are academic failure, high school drop-outs, emotional dependency, drug dependency, fighting and bullying (Chang & Romero, 2008). Student tardiness is a key factor in determining if a child will become at risk (Greenfield, 2002). Without intervention, tardy behaviors often result in serious emotional and social problems (Harrman, 2007). Within a qualitative design, the researcher interviewed chronically tardy students individually and in a focus group. Study findings evolved into functional suggestions for intervention strategies focused on students and parents which can be implemented by schools and local, state and national government agencies with the goal of reducing tardiness in the middle school. [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.]