This collective case study based in critical theory explores how teachers understand the connection between schools and courts and the factors that contribute to their understanding(s). The study seeks to identify and question the systems and structures in place to disseminate and maintain ideology that perpetuate disparities and criminalization of youth behavior. Teachers play a crucial role in school discipline as the first responders to behavioral incidents in schools. Their action and reaction to student behavior can be the first domino in a course to negatively alter long-term outcomes for their students. As such, teachers should also play a key role in strategies to address problematic patterns in school discipline, such as disproportionality and overreliance on law enforcement. Juvenile courts, too, are vested in supporting positive school discipline and diverting low-risk youth from justice involvement. The relationship between exclusionary discipline and the juvenile court is well documented; students who are suspended are more likely to engage in delinquent behavior and encounter the juvenile justice system (Fabelo et al., 2011; Mendoza, Black, Marchbanks, & Ragan, 2020; Mittleman). Thus, schools and courts to work together to address overreliance on exclusionary discipline and law enforcement in schools. Such collaborations are referred to as school-justice partnerships. This study found that the primary factors that contribute to teachers' current understanding of the connection between schools and courts are their personal experiences as teachers (habitus), their interactions with the justice system in their personal life (habitus), and their school's focus on court-related topics such as restorative justice, school justice partnerships, and school-based diversion (fields). The findings illustrate the value of including teachers in school-justice partnerships so that they can develop an understanding of the purpose and process of the juvenile justice system and the potential harm caused by collateral consequences. This understanding can contribute to shifting their mindsets and beliefs about punishment-oriented approaches to discipline towards more support-oriented approaches to school discipline. Working together, educators and justice system professionals can address traditional school discipline and social structures that oppress Black students. [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.]