Settler teacher syndrome, in short, is a condition in which teachers, who are indeed cultural gatekeepers in that they are guardians of the knowledge and ways of knowing deemed necessary and appropriate, make instructional, pedagogical, and disciplinary decisions that serve to maintain and justify the existence of social inequalities resulting from settler colonialism. There is an enormous amount of research on white teachers coming to the classroom with damaging biases and low expectations for poor children and children of color, and the social inequalities these biases perpetuate. Unfortunately, there is little research, if any, on the ways that teachers of color, who have been educated in the same or similarly organized teacher preparation programs, often devoid of any transformative discourse or training on socially just and anti-biased pedagogical practices, pose a similar threat in the classroom. Perhaps it is because there is an assumption that, as members of marginalized student population(s) themselves, their own educational experiences have sensitized them in ways that neutralize them as potentially dangerous teachers. This is quite problematic and has resulted in an overall silence on teachers of color who victimize students who "look like them." The truth is that racist and biased ideologies and practices are not exclusive to members of any one group of people. They are learned, practiced, and disciplined into the fabric of our thoughts about ourselves and others, and then exercised in the interactions that result from those thoughts. While this is problematic in and of itself, it is doubly problematic for preservice teachers trained at HBCUs, whose original mission was to counteract the results of schooling as a tool of the state.