The purpose of this study was to explore the perspectives of participants who work as educators in the Northeastern Region of the United States regarding the use of Restorative Practices versus Zero Tolerance measures. These two disciplinary measures address disruptive behaviors in the classroom to establish and maintain a safe learning environment and to promote a positive school culture. This research was conducted as a single unit analysis case study. Textual data were extracted from semi-structured interviews of participants. The participants' perspectives showed that they were strongly in favor of Restorative Practices as a means to address discipline in school, as they firmly believe that students must be provided an opportunity to reflect on their actions, the harm they may have caused to others, and the outcome of their actions within the school community. Participants were not in favor of using Zero Tolerance to address discipline in school because they believe it would not have a positive outcome on improving or changing students' negative behaviors in 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.]