Teachers often hold lower academic and behavioral expectations for Black students, and they are more likely to make a disciplinary referral for Black students than their White peers for similar infractions. The mechanism underlying this may be teachers' implicit attitudes about their Black students. This quantitative study examined the connection between teacher implicit racial attitudes and how teachers choose to discipline disruptive classroom behaviors, addressing the research question: How do teacher education students' (TES) implicit racial attitude scores on an implicit bias test affect their decisions to refer students for disciplinary action? The study looked at teacher education students (N=233) who completed three sets of tests: the racial bias Implicit Assessment Test; a set of questions assessing disciplinary referral decisions using vignettes depicting student misbehaviors in a classroom setting; and a demographic questionnaire. We predicted that TES who scored higher on the racial bias IAT would be more likely to recommend Black students for a disciplinary referral. While the hypothesis couldn't be confirmed, there was evidence that TES who showed greater bias against Black protagonists were more likely to choose to ignore disruptive behavior in Black students in the classroom than those with lower bias against Black protagonists; however, because choosing to ignore behavior has several underlying causes, this outcome needs to be examined more closely in future research. Ultimately, this study adds to the literature on TES racial attitudes and the effect of these on their classroom interactions with their students.