This qualitative case study focused on examining the perceptions of alternative schoolteachers' who use restorative practice circles regarding student relationships, classroom climate, and student connectedness. The problem that was addressed in this study is that some teachers find it difficult to build relationships with at-risk students which can impact classroom climate and affect academic achievement. The purpose of the qualitative case study was to explore teachers' perceptions of the effectiveness of using Restorative Practice circles to build positive student relationships and improve classroom climate with at-risk youth (school aged 12-18) who attend an alternative school in the United States. The conceptual framework used was restorative practices which focuses on building communities within classrooms and making a commitment to build relationships with students and establish classroom norms and relationships based on a mutual understanding. Data was collected using semi-structured interviews and an online survey. Ten participants were interviewed and completed an online survey. Participant interviews were recorded, transcribed and reviewed by participants before being analyzed. The themes indicated that teachers use circles to build meaningful relationships with students in the classroom, to foster a safe space where students can engage in meaningful dialogue, and to help teachers connect with students. Future research is needed to explore teacher perceptions on the implementation of restorative practices or best practices for implementation with similar populations. [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.]