A popular alternative disciplinary framework from zero-tolerance school policies is restorative justice, which refers to a set of ideologies and practices that emphasize healing relationships in lieu of community exclusion. This work investigates the differences between ideological support for restorative approaches compared to program implementation. We conducted semi-structured qualitative interviews with school staff, including teachers, administrators, and security officials, at five urban high schools in the Chicago metropolitan region. Our findings highlight sharp divergences in buy-in for restorative justice and perceptions on the appropriateness of various disciplinary approaches, illuminating both barriers and opportunities towards schoolwide restorative justice program implementation.