The second empirical example of conceptualized peace presents a study of young people who were former high school restorative justice leaders. By presenting an example not explicitly related to peace, the chapter helps expand understanding the utility and applicability of the framework, as well as the methods that can be used with it. The research was a retrospective investigation of the role that their high school restorative justice experience played in these young people’s development. While they may not be representative of all students, their experiences and the impact these carry with them years later have value for thinking about restorative justice and development. Their understandings of restorative justice and the roles it has played in their lives speak to its potential to provide tools for internal peace, coping strategies for stress and interpersonal conflict, and opportunities to see themselves as able to promote peace in their immediate social circles and by taking on problematic systems.