This article addresses the need to uncover and examine implicit biases of early childhood educators through the development of critical consciousness. As a key point of entry to the school system, preschool has the capacity to be an on-ramp to inclusive education, where diversity in its many forms is seen as a benefit to all and a natural part of society. But it could also be the on-ramp to the school-to-prison nexus, as diverse students--especially students of color and with disabilities -- are expelled at higher rates in preschool and are found eligible for services in subjective disability categories that are more likely to lead to a segregated placement. Research indicates that racial biases, most often unconscious, are at play. The development of critical consciousness, particularly around the intersections of race and disability, is therefore necessary to build an on-ramp to an equitable and inclusive education for all students. Teacher educators have an ethical responsibility to model critical consciousness, facilitate difficult conversations, and emphasize the lifelong endeavor of reflection. Following the four core goals of anti-bias early childhood education, examples are provided from the authors' own college classrooms to support this work as a crucial component of high-quality early childhood educator preparation.