In recent years, there have been efforts by educators and policymakers to address disparities in the use of suspensions and expulsions. These students are at risk for further academic difficulties, successive suspensions, school drop-out, unemployment, and arrests. To address these concerns, the use of evidenced-based behavior supports are being utilized to circumvent further academic and behavioral difficulties. Restorative justice is one such behavioral support that is gaining in popularity as a credible means to reduce behavior-related problems. Restorative justice is a relational-based framework that seeks to encourage community, foster personal responsibility, and repair damaged relationships. The implementation of this framework is found at both the elementary and secondary levels, yet little is known regarding its perceived effectiveness among students with disabilities. This qualitative study examined the perspectives of 14 teachers regarding the use of restorative justice practices at an urban high school in the Midwest. The use of virtual, semi-structured interviews and a virtual focus group was used to obtain study data. The results of this study indicate that the participants attended school-sponsored workshops on restorative justice practices and applied restorative strategies solely in their respective classrooms rather than on a school-wide basis. [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.]