Community Accountability Conferencing (CAC) was first introduced in Queensland, Australia schools in early 1994 after a serious assault in the school community. Some family members, students, and staff were dissatisfied with the solution of suspending the offenders. Seeking an alternative, comprehensive intervention strategy, the school community implemented CAC. The process involves bringing offenders and victims together (along with their supporters) and, using a set script, the extent of harm is explored and an agreement sought that is restorative rather than punitive. During the 12-month project, 56 trials were conducted, including cases of assault, serious victimization, and property damage/theft. In an effort to determine the impact of conferencing on behavior management in trial schools, 31 conferences were evaluated and participants interviewed. Findings indicate that participants had a high degree of satisfaction with the process and the outcomes. Specifically, victims felt safer and offenders exhibited high levels of empathy and compliance and low rates of recidivism. The effectiveness of conferencing is explained by the Theory of Reintegrative Shaming (includes offenders rather than casting them out) and Affect Theory (promotes management and understanding of strong feelings). CAC has proved a valuable addition to the continuum of behavior management strategies. (LSR)