The widespread adoption of restorative practices in U.S. schools to address educational inequities has been significant. However, the existing literature on restorative practices lacks research regarding the impact of this approach on sexual/affectual minority students. In our study, we explore the experiences of sexual/affectual minority students in Grades 3-12 compared to heterosexual students within a school district implementing restorative practices. Our findings indicate that sexual/affectual minority students face more discrimination and feeling left out, and less sense of belonging in school, feeling supported by adults, and feeling valued in comparison to their heterosexual peers. They are also less likely to feel heard or safe during talking circles. The article reports on these findings and concludes by discussing the implications and recommendations for school counseling practice and future research.