The enrollment of racial and ethnically diverse students has increased over the years, with nearly half of all students enrolled in K-12 schools identifying as students of color (U.S. Census, 2018). Given the increase in student racial diversity throughout public schools in the U.S., a need for multicultural understanding and acceptance is becoming increasingly critical for both students and staff (Banks, 2008). The academic racial disparities and the negative outcomes of racism in schools highlight the need to explore the implicit biases of the educators working directly with students (Freudenberg & Ruglis, 2007; Rumberger & Losen, 2016; Trent, Dooley, & Douge, 2019). Unfortunately, current literature indicates that school counselors (Akos & Kretchmar, 2016; Corwin et al., 2004) and teachers (Hope, Skoogs, & Jagers, 2014; Saft & Pianta, 2001) often possess negative biases towards students of color. These race-related biases can further add to existing achievement gaps (Suttie, 2016). Therefore, the purpose of this study was to examine and compare teachers’ and school counselors’ academic expectations towards students of color, specifically male students of color. The researcher used a true experimental design to assess the impact of student race and professional role on participants’ (N = 88) academic expectations. I analyzed data using a 2 x 3 factorial analysis of variance, and results indicated no statistical difference between student race and academic expectations (F = .270, p > .05) or between professional role and academic expectations (F = .077, p > .05). I discuss the implications of these findings for teachers, school counselors, and researchers studying implicit bias in both fields.