Efforts such as the "Brown v. Board of Education" (1954) have focused on providing an equitable education for Black students. However, educational inequality for marginalized and underrepresented students continues to persist. Education experiences for black students are impacted significantly by implicit bias. The purpose of this article is to discuss the impact of teachers' implicit bias on Black students in classrooms. The article concludes with research-based strategies for K-12 education to mitigate the effects of implicit bias by teaching educators how to identify their own implicit bias, building a supportive school culture, and co-learning opportunities.