Restorative justice (RJ) is a philosophy and set of practices that center harms and needs. Within a classroom setting, an RJ pedagogical approach invites a process of shared learning that attends to critical issues of equity, power, and voice. Utilizing an autoethnographic approach, this manuscript includes critical reflections from three faculty members from diverse disciplines and positionalities about the use of RJ approaches to teaching in our respective classrooms. This paper includes discussion about the intersection of RJ with critical pedagogy, power differentials, and pragmatic issues of classroom structure learning design.