Disciplinary intervention is an important responsibility for teachers and administrators. Undesirable behavior must be addressed as it can cause disruptions to the learning environment and ultimately impede student learning and progress. A variety of punitive disciplinary interventions, ranging from time out to exclusionary practices such as suspension, have been utilized in an attempt to deter undesirable behavior. These purely punitive and exclusionary methods are largely ineffective when it comes to preventing undesirable behavior (LiCalsi et al., 2021). In addition, a large racial and socioeconomic disparity has been identified when punitive measures are assigned (Jacobsen et al., 2019). As a result, a paradigm shift is in motion from a traditional paradigm of purely punitive measures to alternative measures such as restorative justice practices. According to Zehr (2015), restorative justice practices require offenders to reflect upon their transgressions, take ownership for their conduct and make restitution. Restorative justice practices offer school administrators and classroom teachers an alternative to purely punitive measures so that connections can be made, relationships strengthened, and undesirable behavior can be managed with efficacy. The following dissertation examines elementary teachers' perceptions and experiences with both the punitive and alternative paradigm that includes restorative justice practices. The findings indicate that elementary teachers perceive restorative justice practices to be beneficial, but punitive measures should not be ignored altogether. Elementary teachers recommend that restorative justice practices be implemented with a formalized process that ingrains them into the culture, making them a pillar of the school versus isolated reactions to undesirable behavior as it occurs. [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.]