The purpose of this study was to investigate a model of implementing restorative justice practices through understanding our current systems, structures, and resources that positively promote student engagement while mitigating challenging behaviors in middle school classrooms. Cycle 1 data were collected from administrators, support staff, and teachers who work with students in the 8th grade, to understand their perspective of effectively mitigating challenging behaviors through their current beliefs and systems already in place within the work site. The findings suggested that there was a belief in restorative practices within the school; however, appropriate professional development was needed to understand how to use them properly. Additionally, the use of support staff and how they can be effectively utilized was another suggestion from the Cycle 1 data as teachers understood the roles but lacked an understanding of how they were used within the school. From this, action steps were created, implemented, and evaluated during the Cycle 2 data collection process. The action steps created a model of a professional development series centered around restorative justice practices and different practices to use within the school. Before this, a needs assessment was given to understand the prior knowledge of restorative justice practices, to develop a professional development series that was grounded within the current knowledge of stakeholders as well as addressing the population of the school. Additionally, there was a plan to develop a restorative team following the professional development series to offer an opportunity to give peer to peer feedback along with developing a framework for restorative practices. Because of the timing of the series, the restorative team was unable to formulate due to other school priorities. A recommendation suggests that the restorative team be formulated in year 2, given the time of immersing stakeholders in using restorative justice practices in the school. The action steps were evaluated, and the following themes emerged from Cycle 2 data collection: stakeholders believe that punitive disciplinary practices do not work, high-quality professional development centered around restorative justice practices is valued, and modeling restorative justice practices in real-life situations is needed for appropriate feedback and reflection. Recommendations for practice include adding check-ins throughout the professional development series, which should be started at the beginning of the academic school year to set goals and stretching out action step plans to allow for more time to practice and gain feedback in using restorative justice practices. [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/en-US/products/dissertations/individuals.shtml.]