This article draws from the first author’s research, specifically a single-subject multiple baseline across participants design, that examined whether a practice-based coaching (PBC) (Snyder et al., 2015) framework enhances teachers’ use of emotionally supportive practices with Black boys (Catherine, 2019). The study was conducted in the U.S. in a mid-Atlantic state with two Black preschool teachers and Black boys. We also discuss research related to ways that bias can inhibit healthy emotional learning of certain children, particularly Black children and boys and how to support teachers as they promote racial justice in early learning contexts. We conclude with recommendations for addressing racial injustice in early childhood contexts through practice-based coaching and other professional development approaches, particularly for boys of color. (author abstract)