Truancy is an issue, not only affecting school districts nationwide, but also students, families, and communities. Truant students represent a population of at-risk youth who require an effective approach towards intervention and preventions. School personnel and school leaders are in a unique position to address student attendance concerns while investing in the importance of building beneficial relationships towards student success. A multimodal attendance team intervention brings together multiple stakeholders to address risk factors, community resources, tutoring, and reteaching. The purpose of this quantitative study was to investigate the perceptions of certified school personnel in terms of their investment in an effective multimodal attendance team approach to truancy reduction in three rural Midwest Missouri public school districts. Four research questions guided the investigation regarding effects, impact, investment, and application of multimodal attendance teams in public school districts. A researcher constructed online survey was administered to the participating school districts using a convenience sampling approach. Educators responding to the survey provided insight into the current practices in their school districts regarding the use of multimodal attendance teams. Descriptive and inferential statistical analysis was completed for each of the four research questions. The findings from this study permitted the researcher to make several recommendations regarding multimodal attendance team applications, evaluation of applications, and recommendations for future professional development for beneficial utilization of this intervention. [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.]