This study examined the impact Restorative Justice (RJ) practices had on black boys and the teachers who teach them school experience. The setting of this study was an urban inner city middle school, located in the Northeast region of the United States. This study examined the experiences of these two distinct groups, and ultimately how their interaction with restorative justice practices affected their day-day schooling experience. This interpretive phenomenological analysis utilized semi-structured interviews to collect data from six 8th grade black boys and three of their teachers, all of whom have had significant documented participation with restorative justice practices. Data was analyzed by using in vivo coding and three themes emerged from the data revealing the nuances in black boys' experience with RJ and a rich understanding of how these practices benefited their schooling experiences. The first theme focuses on the differing levels of participation with RJ practices within the Kingsdale school community. It begins by discussing the passive participation from most of the school, and the active participation of the Black boys and teachers within this study. The second theme highlights the significance of restorative circles and why they have proven to be such effective means to repair the relationship between victims/offenders. The final theme describes how RJ can have a positive impact on the negative image Black boys have historically held in the K-12 school system. These findings were supported by literature on RJ, its role in the K-12 system, and its specific relation to Black boys in school, further framed by Critical Race Theory. Findings from the study suggest participation from most of a school is essential to have a well-established RJ program that can consistently bring success to Black boys. Black boys and teachers in this study had much success with RJ practices because they were actively and intentionally participating in them. The success of restorative circles echoed the literature in that they were the most frequently used and effective restorative intervention. Lastly, RJ made a significant positive impact on how the Black boys in this study were viewed by the school community how they viewed themselves. [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.]