As student discipline has become a growing area of concern in public schools, the staggering number of office referrals and student suspensions has caused principals to seek alternative methods to address student misbehavior. Restorative practices aim to change negative student behavior and restore relationships following behavioral incidents by focusing on reflection, repair, and open communication. The purpose of this basic, interpretive qualitative study was to explore school principals' perceptions and experiences related to the implementation of restorative practices. The researcher hopes key findings will assist with future implementation efforts in schools and support principals seeking to change their practices from traditional discipline efforts to restorative approaches. The findings from this study revealed numerous implications for future research as well as recommendations for practice. Semi-structured one-on-one interviews with six public school principals revealed that there are advantages, processes, and pitfalls that can guide future research and implementation efforts. Findings include that relationships, expectations, accountability, professional development, and mindset all play an important role in successful implementation. Additional research investigating the balance of restorative practices and traditional consequences is still needed. The findings also discussed the connection between relationships and restorative practices. Additional research would benefit future implementation efforts in these areas. [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.]