A substantial body of research suggests that a combination of social, organizational, and inner factors impact how educators implement and make sense of new policies. The way educators understand policies can influence how they act on them. This study sought to expand this research body into how educators made sense and implemented Michigan's seclusion and restraint regulations. In the fall of 2017, Michigan introduced new regulations governing the use of seclusion and restraint. Educators had to make sense of this change and implement these new regulations. Over time, they formed conclusions about the regulations and determined how they would use seclusion and restraint in this new regulatory context. This issue of educators having to renegotiate their understanding of seclusion and restraint in the new legal and policy context was viewed through the theoretical lens of sensemaking. A case-study design was used to investigate this sensemaking. Qualitative interviews were used to gather data from the participants regarding their sensemaking and implementation of the regulations. These interviews were then transcribed and analyzed. The findings suggest educators were influenced by their prior knowledge, values, beliefs, and social networks and institutions. They developed a consensus through dialogue, debriefings, and seeking validation from their peers. This discourse led to normative understandings. Educators' circumstances and access to similar actors affected how much inner or contextual factors influenced them. Educators reported becoming much more cautious, thoughtful, and proactive to avoid the use of seclusion and restraint. They understood the regulations as having much more significance than the previous policy and a valuable protection for students. The new policy became a strong focal point that guided the course of their classrooms and programs. The legislative basis for the regulation fostered a deep desire to be compliant. Educators understood seclusion and restraint as a collective response, so team cohesion and consensus were critically important. Educators sought out those whom they viewed as knowledgeable for advice and guidance. [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.]