This study examines the role of phenotypic stereotypicality on pre-service teachers' perceptions and classroom management decisions about Black girls using participants from the Teacher Education Program (TEP) at the UCLA. Participants read the same subjective disruptive classroom behavior vignette paired with a photo of white or Black girl that was manipulated based on phenotypic stereotypicality (low or high). Participants rated the girl on a number of traits, and make judgments about culpability, expected recidivism, and deserved classroom management. Contrary to my hypothesis, teachers viewed white girls as more (1) disruptive, (2) troublemaking, and (3) hindering class management than low-stereotypical-Black girls. Teachers also viewed white girls as more troublemaking than high-stereotypical-Black girls. However, open-ended responses revealed significantly more negative, blameworthy and unsupportive behavioral remarks towards high-stereotypical-Black girls. Findings suggest a more historical and systemic understanding of teacher bias and discrimination within schools as constructions of systemic oppression, violence, and norms upon Black girls' schooling experiences; also important is understanding counter-stereotypical behavior by white girls' and its potential backlash. Such knowledge can be addressed within classroom management curriculum and instruction of teacher education programs.