This mixed methods study design explored the contributing factors to chronic tardiness, tardy behavior, and the impact on the secondary student. School tardiness is a growing problem and has been on a steady upward trend, as reported by the U.S. Department of Education. Tardiness and tardy behavior are consistently influencing the educational environment. Students who arrive to school late adversely affect classroom time consume teacher attention, become significant disciplinary problems; decrease instructional time, and can decrease the quality of the other students' education. The study's target population encompassed student record archives and participating teachers, parents, administrators, and staff from the Philadelphia Metropolitan area. The Pearson Product Correlation analysis resulted in six significant associations between four predictor variables: tardiness to advisory, on time attendance to advisory, tardiness to Period 1, and on time attendance to Period 1 and the current grade point average used as the criterion variable. The qualitative findings revealed seven major themes: (a) disruption, (b) resources and staff time, (c) school personnel attention, (d) tardiness elimination versus reduction, e) immediate contact and communication, (f) time management curriculum, and (g) administrative support and consistency. The results may provide an understanding of the student tardiness problem and its impact on student achievement and school operational effectiveness. [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.]