The purpose of this study was to examine music teachers' perceptions and implementations of restorative justice practices in their classrooms. I collected data through a survey of music teachers (N = 1,658) in a Mid-Atlantic state that requires restorative justice practices to be used as a school-wide discipline method in all public schools. The survey included belief statements regarding restorative justice practices and items on administrative support, teacher self-efficacy, and usage of music-specific restorative practices. Findings suggest that music teachers have varied district and administrative expectations, use a broad range of general and music-specific restorative practices in their classrooms, and are eager to receive training on implementing restorative practices in the unique spaces of their music classrooms. These findings have implications for state and local policymakers, school administrators, and music educators as more states adopt measures requiring the use of restorative justice practices.