School violence is a problem that affects students, families, teachers, staff, and administration (Crews, 2019). Restorative justice is a proactive, alternative method to penal discipline (Payne & Welch, 2018). My study sought to understand the perceptions of administrators, teachers, and students with a restorative justice program at Happy Valley Middle School (pseudonym) in Sunshine County (pseudonym), Florida. I conducted an exploratory, qualitative single case study. I used online semi-structured group interviews with four administrators and two teachers, and individual interviews with two students. I used purposeful sampling since I was seeking students who experienced the restorative justice program. Administrators, teachers, and students stated that restorative justice (RJ) is used at HVMS. Administrators feel that RJ is used as much as possible and feel that teachers are confident with it. Teachers feel that there should be more professional development. Administrators and teachers agreed that students should be more involved in the RJ process, such as training them to be mentors and run circles. Students agreed that RJ lets them speak and have their voices heard. Administrators, teachers, and students agree that RJ teaches students self-awareness. Administrators and teachers stated that HVMS is not collecting data. Data collection should occur in areas such as attendance, grades, suspensions, and expulsions of students who are participating in a restorative justice circle. This data should be collected and made available for all stakeholders, especially if HVMS is making a solid case for using RJ and its effectiveness. [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.]