This study explored the experiences of nine elementary school teachers in implementing restorative practices to address behavioral issues in the Digos City Division. The teachers applied restorative strategies in their classrooms to promote positive learner behavior and resolve conflicts. A qualitative phenomenological approach was employed to extract the teachers’ experiences. Data was collected through in-depth interviews and analyzed using Collaizzi’s seven-step method to uncover the essence of their narratives. The thematic analysis revealed key challenges encountered by the teachers, including cultural sensitivity issues, difficulties balancing restorative practices with academic demands, and the lack of adequate training and support. These challenges affected how teachers implemented restorative practices in addressing behavioral concerns. Despite these difficulties, teachers applied coping mechanisms such as engaging in ongoing professional development, using technology for reflection and resource access, and educating both learners and parents about the principles of restorative practices. Teachers also emphasized the value of building a school-wide culture of restorative discipline and integrating positive behavioral interventions. The insights drawn from the study were the importance of culturally responsive approaches, the integration of restorative practices with academic expectations, and the provision of consistent training and institutional support. These findings suggest that with the right strategies and support systems in place, restorative practices can help foster a more inclusive, respectful, and supportive learning environment.