The goals of this study are to 1) understand to what extent implicit teacher bias exists in the context of challenging behavior and social-emotional competence in classrooms; and 2) to identify malleable factors that may promote Head Start teachers’ equitable perception toward students’ challenging behaviors and social-emotional competence (e.g., beyond the narrow focus of race and gender). This secondary data analysis study is based on the 2014 Head Start Family and Child Experiences Survey (FACES) dataset, which is the most updated dataset available with a diverse sample of children from historically marginalized groups, and rich information at the child, teacher, family, and classroom levels.