The purpose of this phenomenological qualitative study was to examine the implementation of Restorative Practices in selected elementary schools in southeast Texas. Restorative Practices will generally be defined as a social science that studies how to build social capital and achieve social discipline through participatory learning and decision making (Wachtel, 2016). This study included six school-based administrators who served in the roles of principals, assistant principals and counselors. The research questions allowed for further investigation into Restorative Practices and how students and teachers benefited from the implementation of weekly Community Building Circles. Findings indicated the positive impact circles had on classroom culture, as well as improved teacher-student relationships. This study provides administrators with knowledge about how to implement Restorative Practices in a meaningful and sustained way. [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.]