The Hawai‘i State Department of Education (HISDOE) reported high rates of chronicabsenteeism within Micronesian student populations. A qualitative case study exploredperspectives of Micronesian migrant parents and guardians on school attendance in a Hawai‘ielementary school. Ten Chuukese, Kosraean, and Marshallese migrant parents and guardians ofEnglish Language Learner (ELL) elementary students shared perspectives associated with schoolattendance and how certain cultural factors, directly and indirectly, influenced attendancedecisions. Social justice leadership and ethnographic theories formed a supporting theoreticalframework. The data were analyzed via hand-coding and NVivo software. Key findings revealedparticipants desired to support the unknown or misunderstood attendance policy but were unsurehow to do so. Post-migration washback elements of monetary poverty, discrimination andbullying, prior education levels, educational experiences in Micronesia, and language barrierswere found to be intertwining direct and indirect cultural influences. Culture was significantlyimportant to participants, where church obligations were directly tied. Future research initiativesand a differentiated collaborative approach could help form meaningful synergistic relationshipsbetween the school, dominant school community, and policymakers for sustainment insupporting student success and creating a positive identity for Micronesian migrants. The studyfindings were significant for understanding the Micronesian community’s perspectives aboutattendance, education, and acclimation at school to extend meaningful knowledge within theschool community. Educational stakeholders can benefit from localized awareness framingMicronesian migrant struggles and social equity issues. The Micronesian migrant community canparticipate in future positive social change by accessing the dominant school community viatargeted unification efforts.