Children begin forming ideas about race and difference at a very young age. In their review of field literature, Gaias et al. (2021) shared that "children's racial prejudice and awareness of racial categories has been found to emerge around age 3" (p. 273). ECE is an important time to address topics of difference and bias with young children. Anti-Bias education (ABE) is a framework that has been utilized in Early Childhood spaces to address bias with young children and adults (Derman-Sparks et al., 2020).This qualitative research study examined teachers' perceptions of ABE and the ways that they utilized ABE in their classrooms. It also explores the impact of professional development on those perceptions and practices. The theoretical framework and design for this study were both centered around social constructivism. This research utilized a two-part professional development experience where participants completed a pre-survey, four online modules on ABE, one focus group session, and two post-surveys. Within this study, teachers expressed value in connecting with other educators. Teachers also expressed excitement about potential and continued use of ABE but were also nervous about correct implementation. Through their responses, the use of children's literature to facilitate discussions around difference and bias was evident as well as teachers needing concrete actionable steps to navigate ABE. The findings also suggest the importance of school administrative support in teachers' pursuits of a diverse curriculum, and school environment as well as the need for teacher support in implementation of ABE from all stakeholders. [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.]