The purpose of this qualitative descriptive study was to explore how Southern California middle school teachers trained in Restorative Justice describe their use of learned practices to establish fair and supportive environments, foster positive relationships, and address conflict and repair harm to decrease the use of exclusionary discipline. Through individual interviews and focus groups, 15 restorative justice-trained public middle school teachers from Southern California provided experiential insight that addressed how their implementation of RJ reduced their use of exclusionary discipline. The theoretical foundation for this study was ecological systems theory. The first research question sought out how teachers trained in restorative justice described establishing fair and supportive environments to decrease the use of exclusionary discipline. The second research question sought out how teachers trained in restorative justice described fostering positive relationships to decrease the use of exclusionary discipline. The third research question sought out how teachers trained in restorative justice described addressing conflict and repairing harm to decrease the use of exclusionary discipline. In answering the first research question, the researcher found that teachers value the importance of using RJ but described the challenges presented when implementing RJ with fidelity. In answering the second research question, the researcher found that establishing relationships within the classroom is essential for effective RJ implementation, but that they need adequate resources to dedicate time to fostering these relationships. In answering the third research question, the researcher found that teachers need additional training and professional development to master RJ 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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]