This doctoral study collected and analyzed the narratives of four adult professionals who work to reduce truancy in school-age children grades K-12. Truancy is a complex issue that has far-reaching consequences for all stakeholders from the single student up through the collective society at large. While truancy studies can be found in the research literature, few of them focus on the stories and experiences of the legal and education professionals directly involved with the issue. This study aims to help narrow this gap by exploring the narratives of the adults working in the field and what issues arise from such work. This study utilizes a narrative inquiry approach. Data for this study were collected through semi-structured interviews and meeting observations. The data were analyzed through emergent coding. A critical lens provided a theoretical framework for analyzing the power dynamics that shape educational practices and policies, as well as the ways in which these practices and policies impact marginalized groups. This study contributes to our understanding of students who become court involved due to truancy. The findings support existing research literature stating the out-of-school factors cause the majority of truancy. They also show the early student and family intervention as well as open, purposeful communication among education and legal professionals (ELPs) can help stop or reduce truancy at the individual student level. These findings can be used to inform public policy surrounding education and the legal system for children. [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.]