This qualitative descriptive study’s purpose was to examine how unintentional teacher bias might affect the academic and social school experiences of Spanish-speaking English learners in a public school district in the Phoenix metropolitan area. Purposive sampling was used to invite teachers using three data sources: (1) personal and professional beliefs diversity survey; (2) semi-structured interview; and (3) a reflection journal. The foundational theories used were critical race theory in education and Latino critical race theory. The thematic analysis was done with preliminary coding, descriptive, and pattern coding imported into the NVivo® program to answer the following research questions (a) “How do teachers describe personal and professional experiences with unintentional bias?” and (b) “How do teachers describe how unintentional bias toward Spanish-speaking ELs might affect the learners’ academic and social school experiences?”. Teacher descriptions included feelings of isolation, vulnerability, separation, shame, and inadequacy with unintentional bias in personal and professional experiences. Terms such as cultural misunderstandings, otherness, isolation, inability, left behind, unsafe, barrier, disrespect, not invested in learning, and no sense of connection to their learning environment were used in describing how unintentional bias might affect Spanish-speaking ELs. The descriptions allowed inductive reasoning that if an unintentional teacher bias was habituated toward Spanish-speaking English learners, the learners’ academic and social school experiences would suffer negatively.