This study seeks to examine the connection between teacher implicit racial attitudes and how teachers label classroom behavioral disruptions. Grounding the research in attribution theory, which humans use in order to make sense of others' behavior through beliefs about locus of causality, stability, and controllability, the current study examined whether there was a correlation between the racial bias section of the Implicit Associations Test (IAT) and differences in attributions of Black and white teacher education students to explain challenging behaviors in the classroom. Specifically, this study sought to determine if teacher education students who scored higher on the IAT would assign higher levels of internal causality and controllability for Black students than White students. Seventeen undergraduate and graduate teacher education students from an urban university with an average age 27.4 years participated in this study. The findings of this study are inconclusive as there were several limitations to this pilot study; however, they also indicate that there may be greater statistical power with a larger sample.