Zero tolerance practices have been a mainstay in the U.S. educational system for decades. Yet, the American Psychological Association (2008) and Skiba and Losen (2015-2016) declared that zero tolerance has had no positive impact on school climate. Further, Skiba (2014) stated that it does not improve student behavior. Restorative practices, on the contrary, are linked to improved school climates (Anfara et al., 2013; Evans & Vaandering, 2016; Mallett, 2016b; McNeill et al., 2016; Skiba & Losen, 2015-2016; Steinberg & Lacoe, 2017), improved behavior (Hansberry, 2016), promotion of trust (Gardner, 2016), and facilitation of positive academic outcomes (Zehr, 2015b).The purpose of the current study was to determine if the extent of training in the use of restorative practices in the Pittsburgh Public Schools (PPS) RAND study control group schools had an influence on organizational climate as compared to the PPS RAND study treatment group schools. The study also compared a teacher's position on the pupil control continuum of humanistic or custodial ideology between the RAND study control group schools as compared to the RAND study treatment group schools. Further, the study sought to determine to what extent did a teacher's perception of principal leadership, as it related to restorative practices, influence organizational climate in PPS. Data produced from this study may serve to aid the PPS administration in the assessment of the training method and the progress and sustainability of its now district-wide restorative practices implementation. This study included 31 quantitative responses for two validated survey instruments: the Organizational Climate Index (OCI) and the Pupil Control Ideology (PCI). It also included six qualitative interview responses using a phenomenological research approach, which was the lens through which these data were analyzed. [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.]