"This thesis explores the impact of the implementation and embedding of the Restorative Practices philosophy and practices into a Year Prep to Year Twelve College in Victoria from the perspective of the students, staff and community members. The amalgamation of a number of small regional primary, specialist and secondary schools in 2005 resulted in a less than satisfactory consolidated school environment. Students and staff reported that they felt unsafe in the new college, and that, consequently, the opportunities for learning were severely compromised. The school and community were thus required to attempt a reinvigoration of the school culture to meet the needs of the students and staff of the new college. It was found that within the context of developing a safe and supportive learning environment, relationships were central to the new approaches towards learning. In this process, it was found that the notion of cultural change became intertwined with the building of relationships between students and students, and students and staff. Thus, this study centred on understanding, from a case study perspective, how the approaches developed by this school for behaviour management have changed over the duration of the research, and how the iterative process of cultural change reflected a growing awareness among staff of the key issues in promoting mutual respect across the whole school.