Many Early Childhood Education teachers are interested in implementing Anti-Bias Education tools and strategies into their classrooms however they report feel ill-equipped to do so. This study sought to explore early years educators' understanding of Anti-Bias Education and find ways to implement bias reducing practices into early learning classrooms. Participants and data collected in Cycle 1 consisted of Early Childhood Education teachers working at an international school in Taiwan. Participants in Cycle 2 included alumni from the University's Master's in Early Childhood Education program. The action step of administering a Design Based Professional Learning workshop was designed, implemented and evaluated in Cycle 2 to deepen teachers' understanding of Anti-Bias Education and identifying space where bias-reducing practices could be implemented into their classrooms. The research showed that early childhood educators juggle with both skills and barriers to becoming anti-bias educators, the workshop model helped strengthen their confidence in implementing bias-reducing practices into classrooms, and they showcased the skills and knowledge to co-create their own bias-reducing tools to be implemented into their daily teaching routines. Implications for the organization included the launch of a new professional development course on reducing bias, changes to the current early childhood program curriculum, and the development of the University's first Educational Equity Committee. [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.]