Disproportionate discipline, also known as the discipline gap, is the result of the frequent occurrence of punitive or exclusionary discipline measures. It represents a flaw in the educational system that negatively disrupts the African American student population more than any other demographic. This form of punishment removes students from the learning environment via in-school suspension, out of school expulsion, or expulsion. The impact of exclusion on students' academic trajectory can be devastating. Implicit bias is considered a driving force for the disparities in discipline data. How educators and school staff perceive African American students and their behavior is thought to be a result of stereotypes, misconceptions, and misjudgments stemming from historically adopted patterns of marginalization towards the African American population. This study sought to fill the dearth of research regarding the role of implicit bias in disproportionately assigning disciplinary sanctions to African American students. Using the lens of implicit bias theory and microaggression theory, this study sought to understand the nuances of implicit bias with connection to behaviors resulting from that bias. Both theories serve as a foundation for understanding the parallel between marginalization and racial prejudice. The researcher conducted virtual, semi-structured interviews with five participants via Zoom, then employed thematic analysis through narrative inquiry design. The participants consisted of two elementary teachers, two middle school teachers, and one high school teacher. Four themes demonstrated the impact of implicit bias. Through the data, the participants' experiences revealed that African American students are treated differently and often more harshly than other groups of students. Findings illustrated misconceptions and misjudgments associated with African. To mitigate personal bias in this study and improve trust, the researcher employed verification techniques including critical panel, peer review and debriefing as well as member checking. Recommendations for future research include continuing to explore the connection between the legacy of slavery and discrimination towards African Americans. Additionally, further research should be centered around the cultural awareness of educators, school administration and staff. Lastly, further exploration on this topic can provide a greater understanding of the positive impact of restorative justice and behavioral management training as a catalyst for equitable disciplinary procedures for all students. [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.]