This phenomenological qualitative study examined school leaders' perceptions of using restorative practices within their schools. Participants included twelve school leaders who had experience with utilizing and implementing restorative practices. School leaders included: principals, assistant principals, deans, and administrative assistants. Research indicates that restorative practices are adapted to support specific school goals. Restorative practices are not practiced in isolation, as school leaders often couple restorative justice with social-emotional learning, trauma-informed practices, and other social-emotional supports. Restorative practices are tied closely to CASEL's social emotional framework. Data were collected via semi-structured interviews using a virtual platform. Themes that emerged from the analysis of data included: (a) other staff members help support effective implementation and support of restorative practices; (b) other social-emotional supports, including trauma-informed practices support restorative practices; (c) relationships between staff and students are at the core of restorative practices; and (d) restorative practices positively influence students and the overall school climate. Restorative practices implementation and utility are informal systems influenced by the school leaders' commitment to their implementation. [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.]