In this research, I examine teachers' experiences with implementing Restorative Justice Education (RJE) in schools in Newfoundland. I investigate their experiences with navigating social class and social production in the classroom, and their perceptions around the change in culture that RJE is producing in schools. Further, I look how teachers think Restorative Justice Education is contributing to reconciliation efforts in the Canadian context. I also look at how teachers think RJE is creating

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... equitable and inclusive classroom environments, and how their responses reveal a social movement occurring in education. I examined these research questions through eighteen qualitative interviews and discuss patterns and themes that emerged inductively in the responses. My research also reveals the potential of and opportunities that lie ahead for RJE to contribute to positive social change, and to provide more in-depth, collaborative and consultative education on Indigenous history in Canada.