This study explored the use of targeted interventions as a means for addressing chronic absenteeism at one elementary school in a suburb of the northern United States. Despite the impacts of a global pandemic, the case study members navigated the parameters under which the school system was placed and remained focused in their approach. Based on the guidance of John Hattie and his work on High Leverage Instructional Practices, the team selected and implemented four instructional practices identified by Hattie as having an above-average effect size. The Researcher employed Kotter’s Change Theory as the foundation upon which the members of the action research study were approached in regards to participation in the study. By creating a sense of urgency, the members committed to take part in a series of perception surveys, team meetings, a professional learning community, parent outreach sessions, and implementation of instructional practices throughout the course of the ten-week case study. The Researcher conducted a single-case study analysis and utilized input from participating members to construct global themes centered around the research questions which guided the study. The study was informed by both qualitative and quantitative methods with the emergence of three global themes gleaned from perception feedback as well as quantitative data that revealed trends in response to the interventions of the study. The Researcher noted the prevalence of the findings to those in local school and district level leadership, classroom teachers, and parents. Additionally, the Researcher recognized the limitations of the study, primarily the impacts of the COVID-19 global pandemic and the various levels of impact this had on the implementation of and outcomes of the study.Keywords: chronic absenteeism, high-leverage instructional practices, student engagement