The purpose of this study was to explore whether PreK-5 teacher perception of their unconscious bias impacted student achievement levels in Title I schools of varying performance levels. To achieve the overall outcome, this quantitative study was guided by the following research questions: (1) To what extent is there a statistically significant difference in teacher perceptions of the unconscious between Title I high-performing schools and Title I under-performing schools?; (2) To what extent is there a significant predictive relationship between teacher demographic characteristics (i.e., gender, age, race, education and marital status) and perceptions of unconscious biases? Participants (PreK-5 teachers in the high-performing and under-performing Illinois Title I schools) took the Implicit Association Test (IAT) to determine if there was a statistically significant difference in the level of implicit bias and how these biases were reflected in overall student achievement. The study concluded that PreK-5 teachers in both levels of Title I school designations showed a greater preference for White people over Black people, with those in under-performing schools showing an even greater preference based on the effect size as compared to high-performing schools. Because of the disproportionate number of Black and Brown students, and students from low socio-economic status attending Title I schools, mitigating the effects of implicit bias will positively impact educational disparities and increase opportunities for students to succeed. Additionally, PreK-5 Title I teachers in all demographic groups studied showed implicit bias preferences for White people over Black people with the exception of respondents that were younger (18-24 years of age), male, divorced, Black and other races who did not demonstrate a significant implicit bias. Based on the findings of the study, five recommendations to address implicit bias of PreK-5 teachers in Illinois Title I schools were made. First, provide self-awareness and self-regulation training for teachers using tools that monitor and mitigate implicit bias. The added training measures will help teachers be more intentional when making instructional and disciplinary decisions about students. Secondly, provide teachers with both restorative and empathy training. Together, they have been found to increase positive relationships between teachers and students and reduce disciplinary referrals. Thirdly, train teachers to see students as unique, diverse individuals. This has been shown to be effective in reducing the act of othering students and shatters negative stereotypical beliefs about student groups. Fourthly, implement inclusive hiring practices to increase recruitment of diverse teachers by providing hiring teams with implicit bias training that addresses both affinity bias and confirmation bias. Finally, dismantle and reverse systemic racist policies at the highest level of an institution by assembling a racial diversity task force to review policies, practices, and procedures and remove barriers and obstacles to hinder student success. Recommendations for future research included conducting a longitudinal study on teacher implicit biases, expand the research to the middle school/junior high and high school levels, and conduct the study with school and district-level administrators. Overall, the recommendations provided in this study may mitigate implicit bias in high-performing and under-performing Title I schools and serve as a guide for future practice and research to improve student achievement outcomes. [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.]