Nevertheless, the current research base is limited in empirically unpacking which factors predict absenteeism and under what conditions absenteeism matters more for learning, hindering the ability of researchers, policymakers, and practitioners to intervene effectively. The present study addresses these gaps through the following objectives: (1) identify who is most likely to exhibit high levels of absenteeism by identifying profiles of household risk factors that predict children’s absenteeism in Head Start; (2) understand under what conditions absenteeism matters for young children’s learning and development by examining the role children’s various learning environments may play in these associations; and (3) explore whether and which family engagement practices may be promising approaches for intervention in Head Start programs.