This study investigated the live experiences of teachers, who have implemented restorative justice practicesintheir classrooms. Restorative justice practices have gained prominence as alternatives to punitive disciplinepolicies in educational settings, with a focus on repairing harm and rebuilding relationships. However, theirsuccessful implementation remains challenging. Employing qualitative phenomenological researchdesign, nine teachers with experience in implementing restorative justice practices were interviewed. Purposivesampling ensured diverse participant pool. Data were collected through semi-structured interviews, audiorecorded, and transcribed. Thematic analysis identified participants and themes in teachers’ experiences. Findings revealed the challenges face, including time constraints, resource limitations, and the needforcontinuous professional development. However, they also highlightened the benefits of improvedrelationships, a more inclusive learning environment, and enhanced conflict resolution skills. Teachersemphasized the importance of empathy, clear communication, and setting firm boundaries. The study’s resultshighlight the need for comprehensive support and training for teachers, a shift in school culture towardscollaboration and relational discipline, and ongoing evaluation of the practices’ impact on marginalizedstudents. The implications extend to the stakeholder, each with their respective roles in promoting effectiverestorative justice practices in the Philippine schools