The problem examined in this qualitative arts-based phenomenological multi-site case study was the existence of racial discipline disparities in K-12 public schools throughout the United States. The purpose of this study was to illuminate the lived experiences of middle school principals leading the implementation of restorative justice practices in Illinois in an effort to address inequitable and ineffective discipline measures. An applied critical theoretical framework has anchored the inquiry in which these case studies have contributed to a growing body of research on restorative justice practices. The findings of this study have implications for practitioners seeking to address racial discipline disparities in their schools as well as the students and families they serve. The study has contributed to the professional development and training models designed for practitioners leading restorative justice initiatives as well as influenced higher education pre-professional programs preparing aspiring educators and school leaders. In addition, the findings hold implications for policy makers looking to partner with schools in preventing school-to-prison pipeline trends. [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.]