Restorative justice is a non-punitive form of discipline and is applied in educational settings to address discipline disparities. This qualitative descriptive single case study explored how high school teachers describe restorative justice practices as an influence on the behavior of Hispanic students in an urban high school in Iowa. Data were collected from high school teachers, triangulated using questionnaires, interviews, and a focus group, and analyzed using Braun and Clarke's (2006) six-step thematic data analysis process. With restorative justice as the theoretical framework, the research questions focused on how high school teachers described the restorative justice practices of engagement, accountability, and restoration as an influence on the behavior of Hispanic students. The findings were consistent with existing research, particularly the impact on relationships. Teachers reported that Hispanic students generally followed the classroom expectations, responded to re-teaching when needed, and were willing to engage in addressing conflict and repair or restore a relationship. Additionally, teachers reported few behavioral concerns or conflicts with Hispanic students and utilized different methods to bridge the communication gap with students whose native language was something other than English. Issues related to color blindness and a lack of cultural competence were revealed. Recommendations for future practice include placing a stronger emphasis on the implementation of restorative practices and considering race or ethnicity and equity when implementing restorative practices. Recommendations were made to extend this study to include other perspectives from other populations and other geographic regions.