Asking the question, "Am I racist?" is a hard thought to process, one that can even be offensive to some, unthinkable to others. However, considering recent events like the #SayHerName movement and other demonstrations that bring racial justice and implicit bias to center stage again, more than 150 years after the Emancipation Proclamation was shared with the nation, educators find themselves asking, "What more can we do?" This research is about finding the answer to the question how do we identify and change our own implicit bias as educators, how can we use this knowledge to improve education today and, in the end, make us all more comfortable? Using a participatory action research model, 15 educators and one researcher set out to find ways to work together to tackle this topic in ways that can be reproducible for the next set of courageous role models. Using surveys, focus group discussions, case study scenarios, and exit tickets, ideas of how to incorporate bias training for teachers and teachable moments for students were discovered. Combining ethnographies, transformative leadership, critical race theory, implicit bias, social justice theory, and a willingness to change, this research shows one way that the status quo can be altered. By setting up small focus groups, trustworthy dialogues were able to occur and common themes such as childhood experiences, workplace experiences, classroom trust, and fear emerged from the conversations, leading to pathways that can be recreated by others. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]