A problem exists in the inequitable opportunities experienced by nonnative accented students in terms of academics, belongingness, and self-efficacy because of accent bias in the United States high schools. The purpose of this qualitative interpretative phenomenological analysis was to explore accent bias for nonnative-accented students in a high school located in the Southeastern United States. Social identity theory was used as a framework to organize and understand aspects of accent bias for students. Six high school seniors who self-identified as speaking English with a Haitian Creole accent or a Spanish accent were chosen to participate in observations, individual interviews, and journal writing to explore accent bias experiences in this study. Based on its commitment to context and idiographic detail, interpretative phenomenological analysis (IPA) was chosen to be the methodological subtype to make sense of the participants' experiences. The first conclusion was that the participants subscribed to common accent myths which placed a disproportionate amount of responsibility and blame for poor communication on them. Another major conclusion from this study was that these nonnative-accented students perceived explicit forms of accent bias more easily than implicit forms and often denied the existence of both. Third, the participants responded to accent bias through silence. The three major findings that may relate to accent may be an observable characteristic that is to categorize individuals and compare social groups. This research study illuminates new and varied opportunities for future research on accent bias in educational contexts. [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.]