The present study examined implicit stereotypes, attitudes, and explicit cognitions about male ethnic minority pupils held by German preservice and experienced teachers. Study 1 used the Implicit Association Test to measure implicit negative stereotypes and found that preservice and experienced teachers linked ethnic minority students more strongly than ethnic majority students with bad learning and working practices. Unconscious prejudice against pupils from ethnic minorities was evident in Study 2. Positive explicit cognitions were found in both investigations. Study 2 not only described the attitudes of teachers but also looked into how attitudes affect snap decisions. Students from ethnic minorities were viewed less favorably by participants who had more implicitly unfavorable opinions. The findings and their consequences for teacher education programs, classroom interactions, and students from ethnic minorities are explored.