As the number of biracial individuals in the US continues to grow, so does research focused on them. While some of this literature examines how biracials fare on a host of social outcomes, little research examines whether part-white biracials are able to use their whiteness as a resource to gain additional resources or rewards. This research seeks to close this gap. Using data from the 1st grade wave of the Early Childhood Longitudinal Study-Kindergarten-Class (ECLS-K), I examine whether the parental involvement of white mothers of black/white and Hispanic/white biracial students leads to higher teacher ratings for these children compared to their monoracial minority counterparts. I find the involvement of white mothers results in higher teacher ratings for part-white biracial children, but only when the teacher is white. I conclude that whiteness serves as a symbolic and social capital resource that enhances biracial educational outcomes when it is invoked.