The focus of this dissertation is on the impact that zero tolerance policies have had on public education, and the need for an alternative approach to addressing student discipline. This research study introduces restorative practices as an alternative approach that has shown to be successful in changing school culture, by building positive relationships between students, teachers, administrators and community members. Restorative practices can create philosophical paradigm shifts in the beliefs of adults related to student discipline. This dissertation then addresses these beliefs, and focused on the leadership role in navigating these shifts when implementing a new change initiative such as restorative practices. To facilitate the purposes of this study, site administrators from all levels were interviewed to gain insight on their leadership experiences with implementing restorative practices. The research addressed the role, skills, and leadership characteristics that were needed in order for the implementation process to be effective and sustainable. Based on the analysis of interview responses, four themes emerged from the administrators' lived experiences: a) The importance of the initial steps, b) continuous professional development, c) leaders as the primary role model, and d) building positive relationships. These themes emerged as the key components to being successful when implementing and sustaining a change. The study concluded with implications and recommendations for further research in this area. [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.]