Here is a "qualitative case study" of an urban high school in Michigan to examine how school professionals perceive and apply "restorative justice" (RJ) practices. Through the lens of "critical theory" (CT) and "critical race theory," this study investigated these issues. The research questions driving this study are as follows: (1) What are these school professionals' perceptions of the use of RJ? and (2) How are RJ processes implemented in an urban high school in Michigan? First, a survey of 50 school professionals was undertaken to assess their perceived use of RJ. Next, two administrators, one social worker, and four teachers were interviewed to gather data regarding their perceptions of RJ and how it is implemented at this school. According to the findings of this study, RJ is primarily used to restore relationships, but it is also used as a response to inappropriate behavior. Restorative techniques are also more effective when combined with a school-wide program such as "Culturally Responsive-Positive Behavioral Interventions and Supports." [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.]