This qualitative interpretive study examined the experiences of student conduct administrators using restorative justice conferences at American Catholic colleges and universities, as well as the role of restorative justice conferences in strengthening Catholic Social Teaching through such student conduct processes. At its heart, restorative justice views misconduct fundamentally as a violation of people and relationships, not a specific policy, law, or regulation. Unlike traditional hearing models, restorative justice provides parties with the opportunity to convene in a conference together to discuss an incident, recognize harms caused as a result, and reach an agreement on steps moving forward for everyone involved. To understand the experiences of conduct professionals and the strengthening of Catholic Social Teaching (as a conceptual framework), I conducted semi-structured interviews with 7 student conduct administrators utilizing restorative justice conferences, as well as content analyses of institutional and process documents from participant institutions. Through qualitative coding, I identified themes that answered how participants experienced the process, which included: (a) human dignity and individual attention; (b) active participant involvement and agency; and (c) responding for a greater good. The strengthening of Catholic Social Teaching through restorative justice conferences was also positively identified in the experiences of study participants. Key propositions from this study included: (a) a need for implementation of restorative justice practices which prepare students for engaged citizenship; (b) Catholic Social Teaching can be further strengthened when explicitly identified through restorative justice processes; and (c) creating a community of relationships can lead to more restorative outcomes and strengthened Catholic Social Teaching. Implications for practice from this study included: (a) professional development on cultivating and nurturing engaged citizenship through sound restorative justice practices; (b) revision of institutional and process documents to reflect intentional connections between restorative justice and Catholic Social Teaching; and (c) institution-wide programming focused on creating and sustaining a community of relationships on campus. The findings of this study conclude that the experiences of student conduct administrators who use restorative justice conferences to address student misconduct on their campuses have a role in strengthening Catholic Social Teaching. [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.]