Across the United States, schools are implementing Restorative Practices (RP) in an effort to reduce exclusionary discipline and improve school climate through fostering a relationally driven school community. Emerging research has begun to examine the implementation and efficacy of RP as an alternative to punitive discipline approaches. While most research has focused on middle and secondary school implementation, this mixed method bounded case study adds to the body of knowledge by exploring how an elementary school began RP implementation. The case study specifically describes the RP processes utilized during the first year of RP implementation, structural facilitators, and alignment with Schoolwide Positive Behavior Intervention and Support, Second Step, and Responsive Classroom. Data include 19 interviews with teachers, staff, and parents, as well as analysis of administered staff surveys. Findings indicate staff implemented tier one community building RP circles, integrated RP with other behavioral supports, and that staff buy-in was influenced by strong leadership and ongoing professional development. Additionally, we explore ways in which the school integrated RP practices across all facets of the school community, including within classrooms and during staff and parent teacher organization meetings.