Truancy issues are longstanding and the desires to develop programs that are effective have been just as enduring. More striking is the lack of evidence of a truancy program evaluation process that includes collaboration with the clients that it serves. Truancy intervention programs have a wide range of effects on participants from multiple ethnic backgrounds. Cultural and social barriers can impact school attendance. This action research study sought to examine Hispanic participants' perception of the current truancy intervention program. The overarching research questions being: How do Hispanic families experience school programs that are largely designed from a mainstream American cultural perspective; what cultural patterns emerged that would assist in designing a more culturally sensitive program; and how does agency culture impact program develop and implementation for Hispanic families? The current literature on evaluating truancy intervention programs supports a quantitative methodological approach, which leaves a significant gap in the literature and ignores the diverse perspectives that are obtained utilizing an AR approach. Data was collected from 19 participants through qualitative open-ended interviews, focus groups and observations. The participants included nine Hispanic parents that had completed the truancy court program within two years prior to this study and 10 professional stakeholders that were associated with the program as a volunteer community partner, funding community partner and/or an employee of the school district and truancy court site. The findings revealed several common themes and perspectives among all participants: improved home/school relationships; increased parent involvement; improved academic success; and an alternative to legal sanctions. Through this action research model of inquiry parent stakeholders felt empowered to offer compelling perspectives and recommendations to improve the current truancy intervention program. [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.]