The purpose of this study was to examine the implicit attitudes of college-level instructors toward Latino-accented English and the effects of gender, teaching experience, home language, race/ethnicity, and rank on those attitudes. The auditory Implicit Association Test (IAT) was used to measure the implicit accent preferences. Participants (N = 93) included college instructors at an urban university in Florida. In this study, instructors were defined as full-time and part-time faculty members and paid graduate assistants. Statistical analysis results suggested college instructors in this study exhibited some bias towards speakers of Latino-accented English. Gender, teaching experience, home language, race/ethnicity, and rank had no effect on implicit preference scores. Faculty, administrators, and students could use this study as a topic of discussion in faculty development, teaching assistant training, student services, diversity training, and hiring practices in higher education institutions. The discussions might help awareness of hidden-yet-present accent bias and prevent potential prejudice toward Latino-accented English speakers. Recommendations for further research were also provided. [For the full proceedings, see ED581791.]