Pennsylvania's implementation of the Culturally-Relevant and Sustaining Education (CR-SE) Program Framework Guidelines aimed at eliminating the barriers which prohibit student achievement. These competencies are required to be a part of the preservice teacher training as well as induction programs and continued professional development for practicing teachers. This interpretative phenomenological analysis (IPA) of PSTs use of reflection to attend to, interpret and notice bias was guided by the theories of noticing (van Es & Sherin, 2002). The study revealed that although PSTs were able to readily attend to and interpret bias, especially biases presented by others. PSTs noted that it was more difficult to notice or respond to these biases, particularly when they were required to take on the task independently. PSTs acknowledged that the reflexivity of the journaling was beneficial, and used these reflections to identify additional strategies for their continued practice of noticing bias as they progress in their educational career. [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.]