Enticed by developing skills that would empower students to solve problems, take responsibility for their own actions within the classroom community, and model real-life processes for resolving conflict, a team of third-grade teachers responsible for nearly 100 students embarked on creating a classroom behavior system titled "Making Amends." Framed by social learning (CASEL, 2017) and principles of restorative justice (Evans, Lester, & Anfara, 2013), the approach promotes student-initiated protocols to resolve classroom conflicts. When harm has been caused, the offending student selects a sentence frame from the "Making Amends" binder to name the harm, take responsibility for the harm caused to persons or the classroom, and identify an action to repair the harm. As a result of the "Making Amends" system, teachers report decreased teacher involvement in resolving classroom conflicts, enhanced instructional focus by the teacher, and increased student ability to self-manage behavior and take responsibility for actions.