Scholarship indicates the existence of implicit biases against nonnative English-speaking teachers (NNESTs). Those biases are revealed in terms of their ethnicity impacting their perceived comprehension by US native English-speaking students (NESSs) and how students' prejudices against perceived "foreign" accents undermine NNESTs' performance on Student Evaluation of Teaching (SETs). However, little research examines students' abilities to detect implicit biases. To fill that gap, a qualitative study where 47 undergraduate NESSs from Midwestern University (pseudonym) were surveyed. On the survey, they were asked whether they have had experiences with NNESTs. Based on their answers, students were divided into 1. an Experience group who had experiences with NNESTs and 2. a No Experience group who had not had experiences with NNESTs. Both student groups were asked to interpret an existing SET question related to the English-speaking abilities of the instructor. The original hypothesis was that the Experience group would be more capable of detecting the question's implicit bias and less inclined to reveal biases against NNESTs than the No Experience group. Feminist methodologies informed the research practices, and a general inductive coding and critical pedagogy were operationalized for analysis. The findings indicated that the Experience Group were more capable of detecting implicit biases, expressing some willingness to exert what Lippi-Green calls NESSs-NNESTs communicative labor, whereas the No Experience group did not. The implications present critical pedagogy as a potential intervention in the use of SETs where students are made aware of their implicit biases prior to evaluation.