The purpose of this study was to understand how secondary teachers in urban secondary schools from large districts in the Southwestern United States who utilize restorative practice in the classroom describe the social and emotional learning behaviors (self-awareness, self-management, social awareness, relationship skills and responsible decision-making) of their students. Through semi-structured interviews and post-interview reflections, 12 secondary teachers from the Southwest United States utilizing restorative practice in the classroom provided insight to address the questions of how they described their students social and emotional learning behaviors and what meaning they ascribed to these social and emotional learning behaviors. This study was anchored by the SEL theory and the restorative practice conceptual framework. Two research questions informed the data collection. The first question sought descriptions of student SEL behavior by secondary teachers utilizing restorative practice, and the second question sought understanding of how teachers attributed these behaviors. The findings revealed that teachers utilizing RP described improved and overt SEL behaviors in the classroom. Participants described SEL behaviors as promoting positive and varied outcomes, and ascribed a restorative philosophy, student profile, diverse RP, and student profile to the regulation of RP and SEL outcomes in the classroom. The findings further demonstrated that when restorative practice was utilized in the classroom, teachers described strong relationships and strong community. The findings may aid school districts and policy makers in understanding the connection between SEL and restorative practice within the physical classroom and using the alignment and efficacy of using SEL and restorative practice collaboratively. [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.]