The effects of student truancy behavior are felt not only by the truant student, but also by their family and by the community in which they live. Current research on the factors that lead to truancy behavior has shown student's that are truant have several identified risk factors present during their K-12 education. The purpose of this qualitative descriptive research study was to understand how young adults in southern Minnesota described and ascribed meaning to the events and/or circumstances contributing to their K-12 truancy behavior through social and cultural values. Bronfenbrenner's PPCT model (Process, Person, Context, Time) of human development provided the theoretical framework for this study. Two research questions were developed, field tested, and reviewed by an expert panel before this research study began. The first research question was how do young adults describe the social and cultural values that contributed to their K-12 truancy behavior? And the second question addressed was how do young adults describe the events that contributed to their K-12 truancy behavior, and what meaning do they ascribe to these events? The target population for this study were individuals at least 18 years old and had experienced K-12 truancy behavior. The data were collected through two primary sources, individual interviews, and focus groups. Findings in this study, which align with current research, suggest students with a history of trauma; mental illness; substance use; limited support from peers, school, and the community, are at a higher risk for truancy behavior. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]