Closing the education opportunity gap in K-12 public schools is a national issue that has the attention of school leaders. To narrow the disparities and create equitable outcomes for students, school leaders are examining ways in which students of color are being marginalized by the educational system. Exclusionary school discipline (suspensions/expulsions) has been identified as one of the contributors to a widening opportunity gap in America (Gregory et al., 2010). It is so serious that Gonzalez (2019) identifies exclusionary school discipline as a public health crisis correlated to social/economic instability, chronic disease, low life expectancy, and poor socialemotional well-being. This case study will analyze one K-12 public school district's journey from a site-based restorative practice model to a centralized model. The rate of implementation and stakeholder perspectives were the specific area of focus. Specifically, how often administrators utilized restorative practices, how often restorative facilitators conducted restorative circles in the centralized model, stakeholder satisfaction level post-restorative circle, and the rate of suspensions compared to the implementation rate are discussed in detail. The findings may help administrators identify ways to disrupt the school-to-prison pipeline and reduce disproportionate out-of-school suspensions for students of color. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]