Implicit biases are the internal perceptions and stereotypes that all humans learn through life experiences, priming, and childhood teaching; however, when implicit bias thinking is not recognized, it has been proven to lead to discriminatory and prejudicial thinking and behavior. These biases have been found in school system policies down through teacher-student interactions in the classroom resulting in great disparities for Black and Brown students. The problem is little research specifically discusses the impact that implicit bias professional development has on Black and Brown disparity reduction in schools. The purpose of this qualitative, instrumental case study was to better clarify how a year-long implicit bias professional development transformed educators in order to reduce Black and Brown student disparities. Falcon Elementary School, located in Midwest, United States, implemented a year-long implicit bias professional development after an influx of students of color. Through semi-structured interviews, artifacts, documents, and the researcher's reflection notes, this qualitative study found that 100% of the educators stated the need for a year-long implicit bias professional development despite their uncomfortable experience through this professional development. First, implicit bias professional development provided a basis for continued work and changes that needed to be implemented in the school. Implicit bias professional development fits best as a foundational step that exposes teachers to implicit biases and the catalyst for change to policies and procedures in a school. Secondly, planning this type of professional development is a crucial step to its success; the implicit bias professional development has to be considerate of its audience in the planning process. Thirdly, it is recommended that action plans be incorporated into the implicit bias professional development to ensure accountability and follow-through after the training has ended. Lastly, continued efforts are recommended to diversify the teacher workforce to include more teachers and administrators of color so students and other educators can make new associations and narratives of those who are different from the dominant group. This can be especially suitable in more rural areas and or locations where the demographics are predominately of one race or ethnicity like the school in this study. [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.]