Over the past three decades, the restorative approach (RA) has been increasingly used as an alternative to exclusionary methods of discipline in the K-12 education system. Although the body of scholarship investigating the effectiveness of RA has grown, there remains a deficit in the literature that specifically explores barriers to effective and authentic RA implementation. The aim of this integrative review of the literature is to determine implementation barriers to RA in K-12 schools. After an initial evaluation of the larger body of literature, twenty studies were included in the final review and appraisal. Six common barriers to successful RA implementation in K-12 schools were identified: (1) absence of conceptual clarity; (2) culture of control; (3) insufficient and inconsistent training; (4) inadequate systems, structures, and resources; (5) lack of fidelity; and (6) lack of school readiness.