Racial stereotypes in schools negatively influence students’ academic success. There are a variety of methods that can reduce racial stereotypes that influence students’ academic performance and help students who are in groups that face racial stereotypes. Students from a young age face heavy racism in their lives by the way they talk, interact, play, and live with other people (Kromidas, 2016). The purpose of this study is to examine the perceptions of stereotype threats among elementary school educators from across the United States (n=18). The study is primarily based on a survey research design (Hines, 1993). The survey includes Likert scale questions and open-ended responses to help answer the following research questions: (1) How do elementary school teachers reduce racial stereotypes in their classrooms that can impact students’ academic performance? (2) What are their perceptions of the different methods they have tried? To analyze the data from my study, I used descriptive statistics and Miles and Huberman’s (1994) three-step data analysis method. The preliminary findings from my study include that all participants think it is best to address racial stereotypes in the classroom since it is critically important to prevent the long term effects racial stereotypes on students. Another finding from my survey was the impact of racial stereotypes on students and the implications of this impact in relation to the students’ academic performance in school. Presented at the 2022 UNC Charlotte Undergraduate Research Conference.