Studies have been conducted for decades on the impact that restorative practices can have on student discipline systems in an educational context, along with the challenges of implementation (Dhaliwal et al, 2023; Marsh, 2017; Blood, 2005; Wearmouth et al, 2007; Drewery, 2016; Jones, 2021, Guckenburg et al, 2015). However, these studies have not explored the critical missing component between the organizational structure of urban schools and the practical implementation of restorative practices based on the conceptual framework by Howard Zehr (2015). To dive deeper into the specific gaps that occur within urban schools, this research conducts a case study in one urban Midwest high school that has been implementing restorative practices for the past six years. Discipline data, observational data, and interview data will be collected to determine in which ways the organizational structure of educational settings support or hinder the implementation of one specific restorative intervention, community circles. [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.]