For decades, redirecting Black students' behavior has been the focal point of mitigating discipline disparities among Black student behavior despite the evidence suggesting the involvement of educators and the possibility of their discipline practices perpetuating this issue. The literature has yet to address a coaching approach to professional development (PD), an approach to educator PD. This collective case study examined implicit bias and disciplinary practices of five elementary equity advocates. Across cases, five elementary equity advocates were coached on identifying and mitigating their implicit bias when responding to the behavior of elementary-aged Black students. Several elements of elementary equity advocate implicit bias and disciplinary practices were depicted using a Thinking Report (TR) tool. This tool guided elementary equity advocates to understand the cultivation of their implicit bias towards Black student behavior. Study findings suggest that elementary equity advocates' unidentified implicit bias influences their overuse of exclusionary discipline practices. These findings suggest a critical need for educator PD that offers elementary equity advocates ongoing support on identifying their involvement in discipline disparities among Black students. The Culture of Power (COP) in schools frames this study. [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.]