Chronic absenteeism in public K-12 schools is a national crisis. More than 8 million students attending public schools are absent 15 or more days each school year. Research shows students attending school daily are better prepared academically and socially. In Maryland, a large urban school district has not met the state's 94% attendance requirement for several years, negatively impacting the district's student achievement. The researcher used a qualitative approach to understand the parental perspective of the causes of chronic absenteeism in elementary schools and improve average daily attendance by using parent voice data to create targeted attendance interventions. This qualitative study aimed to gain a deeper understanding of the barriers elementary school parents identified as preventing their children from attending school daily. Additionally, this study sought to identify potential strategies schools and school districts could put into place to better support families and improve student attendance in the early elementary grades. The primary recruitment technique used to select schools and participants was purposeful sampling. The researcher collected parent voice data during interviews using a structured interview protocol. Data were categorized into common themes across interviews to understand the barriers elementary school parents identify as preventing their child(ren) from attending school daily. The seven major themes that emerged from the study were access, difficult mornings, health, past school attendance, safety, home-school connection, and wrap-around services. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]