Alternative schools often receive a bad connotation when it pertains to student success academically and behaviorally. The implementation of restorative practices can aid in the restoration and building of relationships between students and teachers, which can lead to an increase in student success academically and behaviorally. The purpose of this qualitative exploratory single case study was to explore the implementation of restorative practices in one Southern alternative school. Through the lens of the Lippitt-Knoster (1991) Model for Managing Complex Change, data were collected and analyzed to examine each of its six components and whether each component was present and implemented with fidelity during the implementation process. Purposeful sampling was used to select seven administrators and faculty. The study identified educators' perceptions of key components during the implementation process. Data were collected via interviews, observations, and documents. The findings from this study show the change process can be successful if each of the components from the model are present and implemented with fidelity. The study provides educators with information regarding what key components should be present during the implementation process of restorative practices within an alternative school and what could happen if any component is missing. [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.]