Over the last two decades, education stakeholders across the United States have sought to redress harms caused by “zero-tolerance” discipline policies by investing in the expansion of restorative practices (RP). Despite the emergence of preliminary evidence showing positive effects of RP in schools for most students, research on the benefits of RP implementation in support of BIPOC youth is lacking. As such, the present study examines the process and outcomes associated with the implementation of culturally responsive restorative practices (CRRP) operationalized by a small group of urban high school teachers aiming to improve RP outcomes for culturally and linguistically diverse students. Within the context of an inquiry-based collaborative professional learning model, this study examines audio recordings of reflective dialogues, written reflections, interview transcripts, and artifacts collaboratively developed by teachers to explore the experience of educators developing and implementing CRRP. This study informs our understanding of how educators tasked with implementing CRRP experience professional learning within a collaborative inquiry context and how professional learning experienced within this context influences the implementation of CRRP. Findings suggest that collaborative inquiry offers teachers who are philosophically aligned with transformative frameworks with a professional learning structure that is optimal for leveraging student-centered mindsets to support CRRP implementation.