This study explored the impact of secondary administrator perceptions on implementing restorative discipline practices in Texas middle school campuses. Ten secondary middle school administrators from diverse Texas school districts that utilized restorative practices for non-expellable offenses participated in open-ended, semi-structured interviews. Employing an emergent design, the study allowed for dynamic shifts in interview questions, facilitating a comprehensive understanding as the study unfolded. The findings revealed a shared commitment among administrators to foster positive relationships, nurture empathy, and embrace restorative principles for the holistic development of students. Administrators expressed a positive outlook on restorative practices, emphasizing their indispensability for amplifying student voices, addressing racial disparities, and instilling responsibility. The study identified challenges in maintaining consistency within administrative teams, including unclear expectations, persistent use of punitive consequences, and time constraints. Administrators acknowledged the importance of training for effective implementation but commonly express a lack of formal training or tailored professional development opportunities. The study concluded with recommendations for administrators, emphasizing the need for a comprehensive playbook, time allocation for team calibration, cultivating unified approaches, finding a balance between traditional and restorative practices, and ongoing campus training. These recommendations serve as a strategic framework for administrators to navigate complexities, fostering a positive, inclusive, and restorative educational environment for middle school students. [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.]