Collegiate men are overrepresented in student conduct systems across the higher education landscape as they are more likely to engage in high-risk behaviors when compared with their female counterparts (Laker & Davis, 2011). There is a strong correlation between these high-risk behaviors and the ideology of toxic masculinity (Wagner, 2015). Many collegiate men yearn for a sense of belonging and when they are joining community with each other, it can re-enforce the adoption of this toxic masculine ideology (Harris & Struve, 2009). Restorative Justice while not a new concept, is still a relatively newer practice in higher education. As the toxic masculine ideology is leading to many collegiate men engaging in harmful behavior that is not being sufficiently corrected through historical punitive student conduct practices, this study aimed to see if restorative justice could be used a tool to support men engaging in high-risk behavior and combat toxic masculinity by aiding with their self-authorship and sense of belonging. 16 student conduct professionals from across the country participated in this constructivist phenomenological research and data was collected through semi-structured interviews, to learn from their experiences on challenging and supporting male college students with restorative justice practices and philosophy. Eight themes emerged from this study. The themes are as follows: 1) Versality of restorative justice; 2) Traditional forms of student conduct have significant limitations; 3) Art of vulnerability; 4) Understanding of community impact; 5) Becoming an agent for change; 6) Finding authenticity; 7) Meaningful change; 8) Building and/or finding community. [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.]