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This article chronicles a two-year ethnography focused on teachers’ restorative places. Restorative places, in school contexts, are where teachers congregate with colleagues for solace during the workday. In this article, I outline teachers’ perceptions at one urban school, from their own voice, of how restorative places are created, while also exploring their thoughts on the interactions and relationships developed within these places. This understanding can help guide teachers and administrators to establishing restorative places that are best suited to support teachers’ professional needs.

The Creation of Restorative Places for Teachers in an Urban School