Research has shown that students of color continue to lag behind their White peers on standardized test scores and rates of college graduation (Gardner-Neblett et al., 2023) and that exclusionary discipline practices have contributed to this disparity and create negative outcomes for students (Bottiani et al., 2023; Cruz et al., 2021). Subjective disciplinary referrals can lead to increased levels of suspension and expulsion for students (Cruz et al., 2021) and levels of racial implicit bias demonstrated by school administrators explained a substantial portion of the differences in severity in outcomes for subjective disciplinary referrals (Gullo & Beachum, 2020c). Structural Interactionism can serve as a way to explore how implicit bias training can positively impact student disciplinary outcomes without revising current disciplinary structures within schools and was utilized as the theoretical framework for the present phenomenological research study that asked: How do elementary school administrators perceive implicit bias training affects their approach to subjective disciplinary referrals for students of color? A semi-structured interview protocol was developed that was aligned to the theoretical framework of Structural Interactionism and data were analyzed to discover themes that served to answer the stated research question. Findings suggest that implicit bias training equips elementary administrators to combat disproportionate disciplinary outcomes for students of color without having to update discipline codes within the school. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]