Racial inequity has long been an issue in the educational system. In recent years, researchers and policy makers have begun to recognize the role of implicit bias in the disproportionate number of African American children who are suspended or expelled from school. Particular attention is being given to the use of exclusionary practices in early childhood settings. This article defines implicit bias, its relationship to exclusionary practices in early education programs, and offers specific recommendations for teachers, practitioners, administrators, and policy makers as they attempt to reduce the effect of implicit bias on suspension and expulsion policies within states, districts, and schools.