In this article, the authors discuss zero tolerance policies and implications for those they affect most, namely students of color (e.g., Black, American Indian, Latino/a/e) and students with disabilities. First, we present a brief history of the use of zero tolerance policies in school discipline and review the literature on their effects. Although these policies seem race neutral, racial and ethnic disproportionality in their use is well documented. Then, the authors examine implicit bias as a contributor to a negative cycle of student-teacher interactions that influence disparate disciplinary outcomes. Lastly, the authors present recommendations for practice, including policy changes, systems for prevention, approaches for managing behavioral errors, and a promising approach to counteract bias in discipline decision making.