This qualitative phenomenological case study explored the lived experiences of a purposive sample of 20 current and past early education teachers who have experience in assessing children through observational assessment. The purpose of this study was to determine if bias affects the documentation of observational assessment and the implementation of the graduated teacher's teaching methods. The study included 20 interviews of teachers who spoke verbal responses to qualitative open-ended questions in recorded sessions. Data from interviews, literature, and theory were transcribed and analyzed by using the Nvivo9 program. Five themes emerged from the triangulated Nvivo analysis. One of the significant findings was the unexpected outcome found that 55 percent of teachers identified an influence of oral bias. The discovery of the findings left several new unanswered questions that are recommended for further study to continue the improvements of Early Education assessments: Further research is recommended to find what influence teacher bias has on child development. The final recommendation for further research includes a study that will prove or disprove the new model (Appendix K) created with this paper. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]