The purpose of this study was to investigate the Restorative Justice Practices (RJ/RP) strategies being implemented at one urban elementary school that were shown to be highly effective in reducing suspensions and discipline infractions, and isolate key factors critical to the implementation of this approach. In this qualitative embedded case study, seven research participants were involved in 45-minute face-to-face interviews using semi-structured, open-ended questions and, in some cases, follow-up prompts. All research participants had engaged with restorative practices at some level and had varying experiences with the intervention at the research site. The successful implementation of Restorative Practices can help shift and shape a school's culture, and evidence presented here suggests that purposefully crafting the culture is a critical aspect of school leadership. Although this quality improvement research cannot be generalized to other schools, it raises numerous recommendations for the research partner's school district. This case study extrapolated five major findings related to effective implementation of restorative practices: (1) Strong leadership: the principal had extensive experience in Restorative Practices, modeled effective practice, and engaged in management and leadership efforts to bolster the change (e.g., staffing appropriately); (2) Positive relationships: every research participant spoke about how educators, students, and the overall community needed to be able to build, restore, and secure positive relations in order to be successful; (3) Professional Development: support with implementation through multiple forms of ongoing professional development (e.g., coaching, modeling, workshops) was critical to helping Stakeholders embrace new practices after receiving critical support with implementation; (4) School culture/mindful mindset: change efforts treated the change in school culture as an aspect of design that was intentional, and included all facets of school operations and practices (e.g., conduct throughout the school; creation of restorative practices spaces students had as recovery places called the Cozy Cottage or Thursday Academy to support students); and (5) Effective communication/plans: there was a culture of communication that intersected with all stakeholders at the school including a matrix for coordinating the communication of the restorative practice model that spelled out such facets as interventions, discipline measures and next steps with parents, students, and the community. [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.]