It is critical that educators learn about the concept of implicit bias and contemplate any unconscious biases they may hold since Black students disproportionately experience punitive school disciplinary consequences and placement into programs for students with disabilities. Greenwald and colleagues' early (1998) research on implicit association established a foundation and framework for a tremendous amount of research related to teachers' implicit associations and students' educational pathways. The current study is framed on a foundation of social justice as it applies to special education through the combined lens of Disability Studies and Critical Race Theory known as Disability Critical Race Theory. The theory provides a framework that can be used to help preservice teachers make sense of the complex intersection of race and perceptions of ability. This qualitative study examined how preservice and practicing special educators acknowledge and reflect on implicit biases they may have. The findings underscore the need for teacher preparation programs to focus on supporting an understanding of bias specifically what it is, what it is not, and why it is a critical concept.