The Implicit Association Test (IAT) developed by Harvard University has been utilized in teacher preparation for cultural competence. Various versions of the IAT including race and gender based versions are used to raise awareness of student bias and its influences on teaching practice. Through a qualitative exploratory case study, this article introduces the Skin Tone IAT as another meaningful tool for guiding student teachers through an exploration of colorism and implicit skin tone bias. Results demonstrate participants' increased awareness of their own implicit bias. Implications for teaching practice and other helping professions, research, and pedagogy are explored.