Minority and other at-risk students are disproportionately affected by punitive disciplinary practices in schools. These disciplinary actions' long-term and short-term effects include losing instructional time, low academic achievement, dropping out of school, and a chance of becoming part of the school-to-prison pipeline. Implementing restorative practices in K-12 schools has been used as an alternative method of disciplining students to decrease suspensions and expulsions for at-risk students, including students of color. This study investigated whether training in restorative discipline methods will alter a teacher's perception of the effectiveness of these strategies for students at risk and students of color. This qualitative study conducted at a middle school in a Tennessee school district included eight teacher participants who agreed to facilitate five strategies throughout the spring semester of the 2022-2023 school year. The data collection methods included semi-structured interviews, observations, and surveys. After analyzing the data, four major themes emerged: (a) Cultural awareness to understand the cultural backgrounds of all students, specifically at-risk students and students of color, to reduce the discipline rates for these students; (b) Relationships with school leaders to develop a trusting and supportive partnership to implement restorative interventions effectively; (c) Experiences with diverse populations, including parents and community mentors, to better understand the culture to improve communication and participation within the school; and (d) Interventions and support for the classroom teachers to build capacity and sustainability within the school. [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.]